CURR526: Teaching for Learning I

This course focuses on developing classroom practices necessary for student teaching and the beginning of a professional career in teaching, building from the knowledge and skills discussed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to begin to put into practice their conceptions of reflective teaching, learning, and assessment in public school classrooms. Specifically, students investigate democratic classrooms, and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. May be repeated once for a maximum of 6.0 credits. This is the first course in a two-semester sequence (CURR 526, CURR 543). 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501.

CURR527: Fieldwork

Students will spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and EDFD 519 or CURR 519; and READ 501.

CURR529: Student Teaching

Full time student teaching in the public schools of New Jersey is required of all students who complete the regular program of certification requirements. May be repeated once for a maximum of 12.0 credits. 6 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 519 or EDFD 519; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

CURR543: Teaching for Learning II

This course focuses on putting into practice all of the knowledge and skills pre-service teachers have developed throughout their professional sequence and in their student teaching experience. A primary focus is on creating democratic classrooms for their students through developmentally and culturally appropriate planning, instruction, and assessment. Students will also learn about the impact of school and classroom culture and climate on student learning, and on relationships between students and teachers and teachers and other professionals in the school. May be repeated once for a maximum of 6.0 credits. This is the second course in a two-semester sequence (CURR 526, CURR 543). 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

ECEL691: Issues, Policies and Trends in Inclusive Education

The culminating experience for the BA/MAT Dual Certification programs, this course focuses on policies, issues, and trends related to the education of students in inclusive settings. Relevant sociological and cultural persepctives focused on the social construction of dis/ability are examined as well as their implications for the schools. Students synthesize, analyze, and evaluate issues of relevance to inclusive education that will impact their professional careers as teachers in inclusive environments and the future of inclusive education. Students also conduct an empirical research project on inclusion. 3 sh.

Prerequisites: Completion of 12 graduate credits in the program.

SPAN501: Advanced Studies in the Spanish Language

This course provides students with the opportunity to explore various linguistic-oriented topics and theories in order to expand their knowledge of the structure, usage and variation of the Spanish language both in the Spanish-speaking world and in the United States. The study of these topics will be done in connection with the analysis of various literary texts. Topics to be explored will change with each offering of this course. 3 sh.

SPAN504: Introduction to Literary Theory

This course gives students a comprehensive view of different critical and theoretical approaches to literary studies, among them Russian Formalism, Structuralism, Feminist Theory, Postmodern and Postcolonial Studies, and gender and queer theory. Major articles of such theorists as Jacobson, Genette, Levi-Strauss, Barthes, Moi, Kristeva, Derrida, Foucault, Lyotard, Sidonie Smith, Benedict Anderson, Said, and Butler will be applied to specific literary texts from Latin America and Spain. 3 sh.

SPAN505: History of Spanish Language

The aim of this course is to examine the evolution of the Spanish language from its origins to the present. It focuses on the phono-phonetic, morphological, syntactical, and semantic changes that characterized the evolution from Latin to modern Spanish from a political, sociological, and historical point of view. Topics include a structural and textual analysis of ancient documents and literary pieces. 3 sh.

SPAN506: Spanish Dialectology of the Americas

This course acquaints the student with the various dialects of Spanish found in America. The student learns to recognize, characterize and describe accurately the various dialects discussed. 3 sh.

SPAN516: Medieval Spanish Literature to the Fifteenth Century

This course examines main philosphical concerns of the Middle Ages and the connections and dialogue that exist between works of this period and the contemporary world. Through close analyses of representative works, the course explores the roles played by identity, representation, and desire in the construction and reconstruction of the aesthetic of the self as well as the representation of the human in relation with the divine. 3 sh.

SPAN518: Teaching Spanish in K-12

This course is required for graduate students enrolled in either the Initial Certification or MAT program. It provides students with the theoretical and practical underpinnings of a communicative, standards-based approach to teaching Spanish as a world language in elementary and secondary schools. Students will become familiar with current theories of second language acquisition and explore their practical application to the Spanish language classroom. They wil learn a variety of teaching methods and develop lesson plans that incorporate state and national standards. Taught in Spanish. 3 sh.

SPAN521: Special Topics in Teaching Spanish K-12

This course builds on the theoretical and practical foundation established in SPAN 518 by enabling students to delve deeper into specific aspects of language teaching. Students will fine tune their ability to create a wide variety of original pedagogical materials and implement different forms of assessment. They will develop additional strategies for maximizing their use of the target language in the classroom, expand the ways in which they use technology to enhance language learning, and participate in multiple microteaching sessions. Students will explore strategies for addressing these needs. Required for students in the Teacher Education program. Taught in Spanish. 3 sh.

Prerequisites: SPAN 518.

SPAN522: Theatre of the Golden Age

Focusing on the Baroque chiaroscuro as a metaphor for the scission of the 17th century Spanish subjectivity, this course draws from Lacanian theory to articulate and analytical framework that allows a postmodern reading of comedias by both leading and peripheral playwrights. Recurring topoi, such as gender confusion, honor, uxoricide, rape, order and chaos, are contextualized and deconstructed in light of psychoanalysis and performativity. 3 sh.

SPAN523: Prose and Poetry of the Golden Age

This course examines the works of major authors of the Spanish Golden-Age and concentrates on the subtextual dialogues established by these authors in reaction both against their time and space and themselves. Readings include canonical prose and poetry of the period as well as peripheral writings. Literary texts of the period are analyzed in the context of different currents in literary theory and genre studies. 3 sh.

SPAN524: Cervantes

This course takes a closer look at the fragmented discourses intertwined in the texts of Cervantes. By drawing from different critiques and theories about Cervantes, among them those dealing with paradox, madness and sanity, nationhood and the satire of a monolithic Spanish identity, and the function of dialogue and intertextuality, this course delves into the many layers of Cervantes's writings. It also examines the narrative complexity of Cervantes's masterpiece and the ways in which Don Quijote anticipates many aspects of postmodern fiction. 3 sh.

SPAN525: Enlightenment and Romanticism

This course exposes students to two of the literary manifestations of 18th and 19th century Spain. It explores the concept of the "Enlightenment" in the painting of Goya and the writings of Feijoo and Cadalso as well as the socioeconomic context of this period. It also examines European Romanticism in art and literature; selected Spanish Romantic poetry, drama, and essays, including the writings of Larra, Becquer, Rosalia de Castro, Duque de Rivas, and Zorrilla are analyzed in light of literary theories of the 18th and 19th centuries. 3 sh.

SPAN526: Spanish Novel of teh 19th Century

The focus of this course is the study of the so-called "novela realista" or the Spanish novel of the 19th century. It explores cultural, literary and socioeconomic influences on the novel as well as the theory and the practice of this genre in the 19th century. Texts of 19th century Spanish authors are accompanied by selected theoretical readings on the novel written by twentieth-century critics Miguel de Unamuno, Jose Ortega y Gasset, M. Bakhtin, Doritt Cohn, and Gerard Genette, among others. 3 sh.

SPAN527: The Generation of 98

This course examines major works of the generation of writers whose intellectual development coincides with the defeat of Spain in the Spanish-American War of 1898. Attitudes toward national identity, literature, culture, politics, gender, and philosophy will be explored as well as the concept of literary generations and their inclusions and exclusions. Readings will include selections from canonical writers - Unamuno, A. Machado, Valle-Inclan, Azorin, and Baroja - as well as texts from women writers - Caterina Albert and Carmen Burgos, among others - historically excluded from this generation. 3 sh.

SPAN528: Spanish Fiction and Film

This course analyzes works of Spanish literature from the late 19th century to the present and films that are either based on specific texts or reflect their major themes. It discusses film and fiction as distinct modes of artistic expression and the process by which complex narrative strategies are rendered into visual images and cinematographic techniques. A variety of film genres, novelistic techniques, idological concerns, and gender roles are studied in the works of writers like Galdos, Tusquets, Rodoreda, Riera, and Munoz Molina and film directors, Bunuel, Bollain, Almodovar, Betriu and Miro, among others. 3 sh.

SPAN530: Spanish Cultural History

A study of the formation and the nature of Spanish civilization through an investigation of the political, social and cultural trends and influences on the Iberian Peninsula from prehistoric times to the present. 3 sh.

SPAN533: Contemporary Spanish Theater

This course examines selected works of Spanish theater from the beginning of the 20th century to the present. It explores the relationship between ideology and dramatic technique during the Franco regime and the Post Civil War and Post Franco periods, and the Spanish theater's appropriation and adaptation of theories of Artaud, Brecht, and the theater of the absurd, among others. The theater as a vehicle for social and political critique, subversion of gender norms, exploration of the complexities of identity formation, and challenge to historical values will be explored through selections of Valle-Inclan, Lorca, Arrabal, Buero Vallejo, Diosdado, Pedrero, and Romero, among others. 3 sh.

SPAN534: Contemporary Spanish Novel

This course examines the evolution of the Spanish novel from the 20th century to the present and the relationship between the evolution of narrative techniques and strategies and changes in Spanish social and political structure. Theories of the novel offered by diverse European and American critics will be combined with the study of various novel forms from social realist to psychological realist and the postmodern and their respective debt to Cervantes's masterpiece, Don Quijote. The role of the novel in circumventing censorship, challenging official norms and myths, and dismantling traditional literary and political authority will be examined in the works of Cela, Delibes, Martin Santos, Falcon, Martin Gaite, Diaz-Mas, and Juan Goytisolo, among others. 3 sh.

SPAN535: Contemporary Spanish Poetry

This course examines Spanish poetry from the beginning of the 20th century (Juan Ramon Jimenez, A. Machado) to the poetic expressions that emerged after Spanish Civil War (Miguel Hernandez and Gloria Fuertes, among others). Different trends, topics, influences and movements will be examined, among them Symbolist and post Romantic poetry at the beginning of the 20th century; European Ultraism and Futurism; Surrealist poetry; painting and cinema in Spain; the notion of "Avant-Garde"; art as a game; humor and irony in poetry; homoerotic expressions of love in the poetry of Federico Garcia Lorca and Luis Cernuda; and social poetry and the poetics of protest. Students will be exposed to classical notions of Rhetoric as part of the process of analysis of poetry. 3 sh.

SPAN540: Colonial Spanish American Literature

This course examines Colonial Latin American texts such as Hernan Cortes's Cartas de relacion, Cristobal Colon's Cartas del descubrimiento, Sor Juan Ines del la Cruz's writings, Dabeza de Vaca's Naufragio and Bartolome de las Casas's Brevisima relacion del la destruccion de las Indias, among others, in light of postmodern and post colonial interpretations. Semiotic and anthropological readings are also applied to the course selections. 3 sh.

SPAN541: Latin American Literature of the 19th Century

This course provides an in-depth study of the aesthetics of Romanticism in Europe and its subsequent adaptation by Latin American writers. Special emphisis is given to Argentine Romantic writers of the period. Texts will be analyzed in the context of Romantic aesthetics and political, historical and social change in the Latin American continent. Realistic and Naturalist aesthetics will also be discussed as will such aspects of economic and social change as the growth of the city, the influx of immigrants, social exploitation, and racial strife. 3 sh.

SPAN542: Contemporary Latin American Novel

This course is divided into three main components. The first one studies in depth the novels of the Mexican Revolution from Azuela to Carlos Fuentes. A sociological approach will be applied to the novels of this period and students will trace the changes that the novel of the Revolution reveals as it moves from one generation to another. The second component examines the novels of the land and of social reform from J.E. Rivera to the indigenous novel. Attention will be given to the Andean novel and the reappearance and adaptation of neo-realistic aesthetics. The third component deals with novels of the city, mainly in the southern tip of the continent. Argentine and Uruguayan novels will be studied carefully to reveal such aspects as the growth of the city, the relationship with European novels, the need for a new language, and the birth of the psychological novel. 3 sh.

SPAN543: Contemporary Latin American Theater

Designed to offer a critical introduction to contemporary dramatic writings in Latin America. Students examine a corpus of works by playwrights from a variety of Latin American nations, movements, and decades, up to the present. Taking as point of departure The Tempest, William Shakespeare's drama of conquest and resistance, students will examine themes of social justice, identity, the power of language and the role of art in theater's trajectory over the course of the twentieth century and into the present century. Major playwrights such as Rodolfo Usigli, Griselda Gambaro, and Luis Rafael Sanchez are studied within the framework of contemporary theories of performance and reception in Latin America. 3 sh.

SPAN546: Modernismo in Latin America

This course provides an in-depth study of the aesthetics of French Parnassian and Symbolist poetics and how these in turn lead directly to the Modernist aesthetics in Latin America. Special consideration is given to Decadentism and its rejection of the social and economic values represented by the European bourgeoisie. Works by Marti, Najera, Casals, Silva, Dario, and Lugones wil be approached stylistically and thematically for the purpose of identifying the radical changes in the literary text from the perspectives of language, versification, forms, themes, and the unique poetics of each member of this movement. Special attention will be given to the works of Ruben Dario in tracing the development of Modernist poetics from the pre-Modernist period through the post-Modernist period. 3 sh.

SPAN548: Contemporary Spanish American Novel

A critical examination of representative examples of the Spanish American novel from the "boom" to the "post-boom". 3 sh.

SPAN549: Contemporary Spanish American Short Story

The contemporary short story from the end of the "Modernista" period to the present time. Critical evaluation and analysis of representative works. 3 sh.

SPAN551: Contemporary Latin American Poetry

This course offers an overview of significant trends in Latin American poetry from the Avant-Garde to the Postmodern, with particular attention given to the most contemporary expressions of Latin American poetry. The course will focus on authors such as Borges, Lange, Ocampo, Huidobro, Neruda, Vallejo, Lezama Lima, Pizarnik, German Belli, Gonzalo Rojas and Zurita. 3 sh.

SPAN560: Topics in Spanish, Latin American and Caribbean Literature

This course explores contemporary narrative fiction from the Spanish Antilles (Cuba, Puerto Rico and the Dominican Republic). It examines foundational themes of Caribbean letters such as the plantation structure, the maroons, the repercussions of the French Revolution and the Age of the Enlightenment in the works of Alejo Carpentier, Miguel Barnett, Reinaldo Arenas and others. The works of Emilio Diaz Varcarcel, Ana Lydia Vega and Julia Alvarez highlight the problematic relationship of island and diaspora in the context of neocolonialism and identity. May be repeated once for a total of 6.0 credits. 3 sh.

Prerequisites: Majors only.

SPAN562: Autobiographical Acts in Spain and in Latin America

This course examines autobiographical texts from Spain and Latin America in light of general theories of the genre. Autobiography will be studied in the broadest sense and will encompass the study of testimony, letters, diaries, and autobiographical poetry. Readings will include texts written by Julia de Burgos, Garcia Marquez, Jorge Guillen, Lorca, Rigoberta Menchu, Renee Mendez-Capote, and Pedro Salinas, among others. 3 sh.

SPAN570: Petrarch and Boccaccio: The Waning of the Middle Ages & the Foundations of the Humanistic Culture

The waning of the middle ages and the foundations of the humanistic culture. Medieval literary traditions, in particular of the genres of lyric poetry and short story. Petrarch and Boccaccio as founders of humanistic culture; their philosophical, devotional and scholarly writings. The Italian poetry of Petrarch, Canzoniere and Trionfi. Boccaccio's Decameron. 3 sh.

SPAN572: Literary and Philosophical Traditions in Dante's Divine Comedy

Discussion of specific themes of the Divine Comedy, such as Dante's conception of history, idea of physical world, theories on light and music, medieval tradition of classicism, prophetical and eschatological literature. Examination of these issues in light of thier historical tradition as well as in Dante's personal interpretation. 3 sh.

SPAN574: Machiavelli and Renaissance Thought

Italy in the age of the signorie. Machiavelli's and Cuicciardini's writings and their impact on European culture and thought. Interpretation and evaluation of their works. 3 sh.

SPED584: Assessment and Evaluation in the Inclusive Classroom

This course is designed to be an introduction for pre-service teachers in the field of Special Education assessment and accountability. The course will introduce students to elements of traditional assessment, including record keeping, grading, objective and essay testing, theories of validity as well as authentic, performance, and portfolio assessment. The keeping of anecdotal records, inclusion, heterogeneous groups, and accommodations will also be components of this course. 2 - 3 sh.

Prerequisites: SPED 579 and SPED 567 or 568. Starting Spring 2011: SPED 579.

SPED585: Technology for Inclusive Classrooms

The course is designed to provide educators with an understanding of how to use technology as a seamless part of the teaching and learning experience for students with disabilities in inclusive settings. Two main purposes for students with disabilities will be emphasized. Teachers will learn how to provide access to the curriculum for students with disabilities by using the principles of Universal Design for Learning as a framework for curriculum design. They will learn how to utilize technology to meet the unique needs of students with disabilities in order for them to attain maximum independence and participation in all environments. 2 - 3 sh.

Prerequisites: SPED 567, SPED 568. Starting Spring 2011: SPED 579.

SPED586: Transition Services for Students with Disabilities

This course will focus on a Research-Based and Teacher-Tested Support Model for planning and implementing transition services for students with disabilities. Successful transition services will allow students to build the bridges toward becoming independent self advocates with the insights, skills, knowledge, and learning techniques for successful transition from school to adult life. 3 sh.

Prerequisites: SPED 567, SPED 568, SPED 579. Starting Spring 2011: SPED 579.

SPED591: Teaching Organization and Study Skills for the Inclusive Classroom

In this course, future and practicing teachers who work with students with disabilities in middle and secondary school learn how to enable those students to become more effective learners so they can have greater access to the general education curriculum. Increased inclusion has led to higher expectations for students with disabilities and the need to meet the more rigorous demands of the general education classroom. This requires study and organization skills, wich students with disabilities often lack as a result of the impact of their disability. In this course, teachers become familiar with research-based study and organization strategies as well as effective instructional methods for systematic and explicit instruction to teach these strategies. Through these strategies, they can help students compensate for their disability characteristics and become more independent, engaged learners. 2 - 3 sh.

Prerequisites: SPED 469, SPED 568 or SPED 587.

SPED691: Issues, Policies and Trends in Inclusive Education

The culminating experience for the BA/MAT Dual Certification programs, this course focuses on policies, issues, and trends related to the education of students in inclusive settings. Relevant sociological and cultural persepctives focused on the social construction of dis/ability are examined as well as their implications for the schools. Students synthesize, analyze, and evaluate issues of relevance to inclusive education that will impact their professional careers as teachers in inclusive environments and the future of inclusive education. Students also conduct an empirical research project on inclusion. 3 sh.

Prerequisites: Completion of 12 Graduate credits in the program.