ECEL200: Perspectives on Early Childhood and Elementary Education in a Democracy

This course surveys the historical, philosophical, and social constructs of early childhood and elementary education. Emphasis will be placed on the events, cultural perspectives, and developmental understandings that shape our principles of early childhood and elementary education. Models of programs, particularly those that support inclusive settings, will be examined. Focus on the developmental needs of young children and the central role of families and local communities will be major themes throughout the course. Starting Summer 2012: This course examines the education of children during their early and elementary school years from historical, political, social, and cultural perspectives. Students critically analyze issues influencing our current public education system to determine their impact on schools, teachers, children families, and society. They examine how our education systems reflect and respond to the changing needs, knowledge, and dispositions of our democratic society. Required field work component. Closed to Freshmen. 25 hours of field experience required. (2 hours lecture, 1 hour other.) 3 sh.

ECEL209: Promoting Infant Toddler Social Emotional Well-being in Educational Settings

Starting Summer 2012: The course is designed to foster an understanding of child development, early care and education of young children birth to age three. Students explore infant and toddler mental health and examine the impact of early experiences and relationships on young children's development and learning. They examine the caregiver's role in implementing developmentally appropriate practices and providing a safe, healthy, and stimulating environment for the development of infants and toddlers. Students also develop observation and assessment skills as well as strategies to create a responsive curriculum for diverse infants and toddlers and their families. (3 hours lecture.) 3 sh.

Prerequisites: FCST 214 or equivalent.

ECEL210: Supervised Field Work in Infant and Toddler Educational Settings

Starting Summer 2012: This course is designed to provide students with an intensive practicum experience with infants and toddlers in a child care setting. This experience reinforces the students' understanding of the developmental needs of young children and the importance of providing developmentally appropriate practice and environments. Students deepen their understanding of how families, culture, and prior experiences influence development and learning and develop skills to create parent-school partnership. All students will attend the weekly seminar. Critical evaluation of student field experiences by both students and teacher serves as a forum for discussion. (1.5 hours lecture and 1.5 hours field experience and practicum.) 3 sh.

Prerequisites: ECEL 209.

ECEL216: Arts and Creative Expression in Early Childhood

Introduces students to the process, skills, and inquiry of the arts through an integrated curriculum approach. The content focus of the course will be the visual and performing arts as related to literature, technology, and children's lives. Special emphasis will be placed on developing a critical perspective on the arts as related to creativity, literacy strategies, culturally responsive teaching and learning, and the role of the arts in a democratic society. Starting Summer 2012: This course introduces students to the process, skills, and inquiry of the arts through an integrated curriculum approach. The course focuses on the visual and performing arts as related to literature, technology, and children's lives. Students develop a critical perspective on the arts as related to creativity, literacy strategies, culturally responsive teaching and learning, and the role of the arts in a democratic society. (3 hours lecture.) 3 sh.

ECEL219: Language and Literature for Young Children

The qualities of children's expression through language, books, stories and poems; criteria for evaluating material for early childhood programs. (3 hours lecture.) 3 sh.

Prerequisites: Not open to freshmen.

ECEL279: Foundation and Philosophy of Inclusive Education

This course provides an overview of the historical and ideological trends that impact the education of children in inclusive settings. Students explore the historical, political and legal foundations of inclusive education; principles of inclusive planning, consultation, and collaboration; resources and services for effective inclusion and inclusive transition programs; characteristics of high and low-incidence disabilities; and implications for students with and without disabilities. This course includes a field experience in which students engage in reflective observation of inclusive classrooms. (3 hours lecture.) 3 sh.

Prerequisites: ENWR 105 or HONP 100.

ECEL365: Independent Study in Early Childhood and Elementary Education

Provides students with opportunities to investigate topics not offered in the prescribed program. May be repeated once for a maximum of 6 credits. () 1 - 3 sh.

Prerequisites: Departmental permission.

ECEL375: Selected Topics in Early Childhood and Elementary Education

Provides students with opportunities to investigate topics not offered in the prescribed program. May be repeated once for a maximum of 6 credits. (1 hour lecture.) 1 - 3 sh.

Prerequisites: Departmental permission.

ECEL408: Social Studies and the Arts in Elementary Classrooms

Starting Summer 2012: In this course, students consider the knowledge, skills, and perspectives necessary to help learners become active and informed citizens able to think critically about local, national, and global contexts in the 21st Century. Students are introduced to the four strands that frame social studies in New Jersey-(A) Civics, Government, and Human Rights; (B) Geography, People, and the Environment; (C) Economics, Innovation, and Technology; and (D) History, Culture, and Perspectives. Independently and in groups, students enter real and virtual spaces to plan, implement, and evaluate teaching and learning that draws upon technology. Students experiment with technology and the arts-dance, theater, music, and the visual arts-in their discovery of methods that position learners to understand the myths and truths of the past and present with the capacity to imagine future realities. (3 hours lecture.) 3 sh.

Prerequisites: Admission to Teacher Education Program.

ECEL410: Clinical Experience I: Inclusive Elementary Classrooms

Starting Summer 2012: This course introduces students to the dynamics of inclusive elementary and early childhood classrooms, schools, and communities. Through required fieldwork in elementary and early childhood settings, observations, interviews, and data collection, students discuss the role of the teacher(s), documentation and assessment techniques, variables of the classroom environment, school climate, and the wider community. Students implement lesson plans and use a range of observation and documentation strategies including running records, environmental rating scales, anecdotal records, checklists, rating scales, and examination of children's work. Students learn to link community resources to school and classroom needs, collect data to inform instructional practice and culturally responsive teaching and learning, and evaluate the progress and needs of children in inclusive elementary and early childhood settings. Fieldwork is required. () 1 - 3 sh.

Prerequisites: ECEL 200 and READ 399.

ECEL411: Clinical Experience I: Inclusive Early Childhood Classrooms

This course introduces students to the dynamics of inclusive early childhood classrooms, schools, and communities. Through required fieldwork in early childhood settings, observation, interviews, and data collection, students discuss the role of the teacher(s), documentation and assessment techniques, variables of the classroom environment, school climate, and the wider community. Students implement lesson plans and use a range of observation and documentation strategies including running records, environmental rating scales, anecdotal records, checklists, rating scales, and examination of children's work. Students learn to link community resources to school and classroom needs, collect data to inform instructional practice and culturally responsive teaching and learning, and evaluate the progress and needs of children in inclusive early childhood and elementary settings. Fieldwork is required. () 2 sh.

Prerequisites: ECEL 200 and ECEL 420.

ECEL412: Seminar I: Inclusive Elementary Classrooms

Accompanies ECEL 410, Clinical Experience I: Inclusive Elementary Classrooms, and offers students a forum for discussion, reflection, and critical thinking with regard to clinical work in inclusive elementary classrooms. (1 hour seminar.) 1 sh.

Prerequisites: ECEL 200.

ECEL413: Seminar I: Inclusive Early Childhood Classrooms

Accompanies Clinical Experience I: Inclusive Early Childhood Classrooms and offers students a forum for discussion, reflection, and critical thinking with regard to clinical work in classrooms. (1 hour seminar.) 1 sh.

Prerequisites: ECEL 200.

ECEL414: Clinical Experience II: Inclusive Elementary Classrooms

Students demonstrate their knowledge of child and early adolescent development and the significant role of families and communities with regard to children's learning by planning and implementing developmentally appropriate and culturally responsive curriculum in an inclusive elementary classroom. Focusing on the diverse needs of individual children, students develop, implement, and assess an integrated curriculum unit that incorporates the Core Curriculum Content Standards and emphasizes literacy across the curriculum. As reflective practitioners, students utilize multiple strategies to assess children's learning, classroom climate, and effective classroom management. Students are responsible for the full range of teacher activities in the classroom and are expected to seek out parents, administrators, and school colleagues as resources. Students are required to assemble an exhibition portfolio and participate in a mock interview in order to demonstrate their strengths as a teacher. () 8 sh.

Prerequisites: ECEL 410.

ECEL415: Clinical Experience II: Inclusive Early Childhood Classrooms

Students demonstrate their knowledge of child development and the significant role of families and communities with regard to children's learning by planning and implementing developmentally appropriate and culturally responsive curriculum in an inclusive early childhood classroom. Focusing on the diverse needs of individual children, students develop, implement, and assess an integrated curriculum unit that incorporates the Core Curriculum Content Standards and emphasizes literacy across the curriculum. As reflective practitioners, students utilize multiple strategies to assess children's learning, classroom climate, and effective classroom management. Students are responsible for the full range of teacher activities in the classroom and are expected to seek out parents, administrators, and school colleagues as resources. Students are required to assemble an exhibition portfolio and participate in a mock interview in order to demonstrate their strengths as a teacher. Fieldwork is required. () 8 sh.

Prerequisites: ECEL 411.

ECEL417: Problem Solving in Science, Math, and Technology in Early Childhood Classrooms

Starting Summer 2012: This course provided learning experiences for diverse early childhood classrooms through the development, implementation, and assessment of integrated math/science/technology curriculum. Students design and carry out problem-solving activities (e.g., Children's Engineering) and develop interdisciplinary learning experiences for the early childhood classroom. Students gain experience analyzing the classroom environment and materials with regard to the needs of young learners through culturally responsive practices. They engage in learning experiences that apply appropriate content requirements as identified by the New Jersey Core Curriculum Content Standards, the New Jersey Early Childhood Expectations, and professional organizations (NCTM, NSTA, ITEA). (3 hours lecture.) 3 sh.

Prerequisites: Admission to Teacher Education Program.

ECEL418: Social and Cultural Context of Families and Communities

Provides students with an understanding of how social, cultural, economic, and environmental influences shape children's development and learning. The relationships and role expectations among teacher, family, child, and community as they affect learning will be explored. Methods for developing school/family partnerships and how to use community resources to support families will be discussed. Students will learn to take into account issues of child diversity as they create learning experiences. Starting Summer 2012: This course provides students with an understanding of how social, cultural, economic, and environmental influences shape children's development and learning. Students explore the relationships and role expectations among teacher, family, child, and community as they affect learning. They also examine methods for developing school/family partnerships and how to use community resources to support families. Students learn to take into account issues of child diversity as they create learning experiences. (3 hours lecture.) 3 sh.

Prerequisites: Junior or senior standing.

ECEL419: Seminar II: Inclusive Early Childhood Classrooms

Provides students with a forum to discuss the role of the teacher as teacher candidates take on full-time classroom responsibilities. Discussions focus on identifying and involving oneself in the professional field of early care and education, upholding and advocating for ethical standards, engaging in continuous and collaborative learning, and taking a critical stance to inform practice. Teacher candidates demonstrate that they can make and justify decisions based on their knowledge of central issues such as developmentally appropriate practice, culturally responsive learning and teaching, and the context of children's lives. (1 hour seminar.) 1 sh.

Prerequisites: ECEL 200.

ECEL420: Building Programs and Community in Inclusive Early Childhood Classrooms

Development of skills needed for the P-3 classroom teacher with an emphasis on addressing diversity of needs through the application of Learning Styles and Multiple Intelligence theory. Students will apply developmentally appropriate practices , including play in classroom settings. Focus on the development of the classroom environment and management strategies will support an understanding of classroom community. The roles of family and community in child learning and linkages between families and schools will be explored. Students will integrate the Core Curriculum Content Standards and both standardized and authentic assessment strategies. Starting Summer 2012: Students develop skills needed for the P-3 classroom teacher with an emphasis on addressing the diversity of needs through the application of Learning Styles and Multiple Intelligence theory. Students apply developmentally appropriate practices; including play in classroom settings. They learn classroom environment and management strategies that support the development of classroom community. They explore the roles of family and community in child learning and linkages between families and schools. Students integrate the Core Curriculum Content Standards and both standardized and authentic assessment strategies. (2 hours lecture, 1 hour other.) 3 sh.

Prerequisites: Admission to Teacher Education Program.

ECEL421: Seminar II: Inclusive Elementary Classrooms

Provides students with a forum to discuss the role of the teacher as teacher candidates take on full-time classroom responsibilities. Discussions focus on identifying and involving oneself in the professional field of elementary and middle school education, upholding and advocating for ethical standards, engaging in continuous and collaborative learning, and taking a critical stance to inform practice. Teacher candidates demonstrate that they can make and justify decisions based on their knowledge of central issues such as developmentally appropriate practice, culturally responsive learning and teaching, and the context of children's lives. (1 hour seminar.) 1 sh.

Prerequisites: ECEL 412 or ECEL 413.

ECEL422: Integrating Elementary Curriculum and Assessment for Equity and Diversity

Provides students with the opportunities to explore and experience research-based learning theories, teaching practices, curriculum, classroom management models, instructional strategies, and assessment used in upper elementary/middle level classrooms. Critical reviews of research, case study methods, planning and implementation of an integrated curriculum unit and reflection on one's teaching beliefs will be investigated through journal writing, classroom observations, curricular development, assessment techniques, and group discussion. Starting Summer 2012: In this course, students engage in reflective curriculum planning. They develop an integrated unit that incorporates state standards, differentiated instructional strategies, and appropriate adaptations for students with diverse learning styles and interests, students with disabilities, and English Language Learners. Students investigate and discuss issues related to their teaching and learning experiences focusing on inclusion practices, assessment, classroom management, and culturally responsive teaching. Students critically reflect on their teaching beliefs and explore teacher professionalism in the field of elementary education. (3 hours lecture.) 3 sh.

Prerequisites: Admission to Teacher Education Program.

ECEL424: In-Service Supervised Student Teaching

Replaces student teaching for students who are employed as full-time teachers with primary responsibility for a classroom. Students are supervised by university faculty during one semester. Students must obtain permission of the school district and department and complete a COP application. Specific qualifications are required. () 8 sh.

Prerequisites: ECEL 200.

ECEL427: Explorations: Science, Math, and Technology in the Elementary Classrooms

Explores the nature of elementary science and math instruction, how to incorporate these disciplines in inclusive upper elementary/middle school classrooms . Hands-on/minds-on science and math activities and effective management techniques that engage children in the wonder and critical study of life, earth, physical (human-made), and space sciences will be examined. Stategies to adapt science and math learning to individual learners will be emphasized. Students will gain confidence and skills in the unifying concepts of science: systems, order, and organization; evidence, models and explanation; change, constancy, and measurement; evolution and equilibrium; and form and function. Mathematical concepts such as geometric thinking and spatial sense, chance and data analysis, number systems and number sense, patterns and algebraic thinking, and problem solving will also be explored. (3 hours lecture.) 3 sh.

Prerequisites: ECEL 200.

ECEL435: Content Integration and Assessment in Inclusive Early Childhood Classrooms

Starting Summer 2012: In this course, students engage in reflective curriculum planning. Students articulate and discuss developmentally appropriate practice and develop an integrated unit that incorporates state standards, differentiated instructional strategies, and appropriate adaptations for students with diverse learning styles and interests, students with disabilities, and English Language Learners. Students examine issues related to their teaching and learning experiences focusing on inclusion practices, authentic assessment, classroom management, and culturally responsive teaching. Students critically reflect on their teaching beliefs and explore teacher professionalism in inclusive early childhood classrooms. (2 hours lecture, 1 hour other.) 3 sh.

Prerequisites: ECEL 420.

EDFD176: The Italian American Experience: On the Margins or in the Mainstream

An introduction to Italian American Studies offering an overview of the Italian experience in the United States from the first great waves of immigration to today. Focus will be on the politics of representation of Italian American identity in works from a wide textual base: literature and journalism, cinema, the figurative arts, music, television, advertising, etc. Themes to be investigated include the trauma of separation, relationships with the dominant culture and other ethnic communities, and the formulation of ethnic identity in a U.S. context. A major component of this course will be oral history research in the local community. Taught in English. Cross listed with Classics, GNHU 176; Spanish and Italian, ITAL 275. (3 hours lecture.) 3 sh.

EDFD200: Psychological Foundations of Education

The psychological foundations of education enable students to understand and apply essential topics in teaching and learning including development, motivation, diversity and assessment. Through relating theoretical frameworks to empirical research and applying them to classroom settings, students will be better able to understand their own experience as learners and conceptualize their future practice as teachers. Meets Gen Ed 2002 - Social Science, Social Science. (3 hours lecture.) 3 sh.

Prerequisites: ENWR 105 or HONP 100.

EDFD201: Introduction to Jewish American Studies

This class explores the Jewish experience in America. Topics in education, family, human services, immigration, aculturalization, multiple religious expressions, Jewish history in the U.S., gender, performing arts, politics, organizations and institutions will be studied as they refer to Jewish Amercian individuals and communities. This class serves as a core in the Jewish American Studies minor. Cross listed with JAST 201. (3 hours lecture.) 3 sh.

EDFD210: Public Purposes of Education: Democracy and Schooling

This course examines the public purposes of education in our social and political democracy. Students inquire into the role of schools in fostering the development of democratic principles and practices and examine various curriculum designs and pedagogical strategies. Students also explore the main issues stemming from the efforts to teach democratically in public educational institutions. Students complete 30 hours of fieldwork in an assigned high-performing urban school, which provides a context for these explorations. They examine and analyze successful practices of instruction and classroom management. Attendance at the first class is required to verify field expectations. This course is pre-requisite for admission into the teacher education program. Cross-listed with CURR 210 and READ 210. (3 hours lecture.) 3 sh.

Prerequisites: Sophomore level or higher; ENWR105 or HONP100.

EDFD220: Philosophical Orientation to Education

Western philosophical heritage as related to the issues and responsibilities of American education. Comparative analysis of past and current ideological movements that influence moral, social, and educational decisions of parents, political leaders, and professional educators. Meets Gen Ed 2002 - Humanities, Philosophy or Religion. (3 hours lecture.) 3 sh.

Prerequisites: ENWR 105 or HONP 100.

EDFD221: Historical Foundations of American Education

This course offers students the crucial sequence of ideas that constitute one of the central themes in American society and culture. Since its beginnings, American thinkers have seen education as the key to an informed citizenry. Major themes in American education will be looked at through the reading of primary and secondary sources. Meets Gen Ed 2002 - Social Science, American or European History. (3 hours lecture.) 3 sh.

Prerequisites: ENWR 105 or HONP 100.

EDFD264: Gender Issues in Education

Examines the nature of gender, gender identity, gender roles and gender discrimination, and the influence of these on classrooms, schools and educational policy. Meets Gen Ed 2002 - Social Science, Social Science. Meets the World Languages and Cultures Requirement - World Cultures. (3 hours lecture.) 3 sh.

Prerequisites: ENWR 105 or HONP 100.

EDFD305: Teaching for Equity & Diversity

This course examines the qualities of teachers, teaching, and schooling that foster the learning of students from diverse social and cultural backgrounds. Students explore the ways in which socialization experiences shape perceptions. They reflect on their own beliefs, assumptions, and perceptions about sociocultural identity and how their own socialization has shaped their perceptions of themselves and other people. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools in the United States. They learn ways of teaching all children well and to develop positive relationships among teachers, parents and children. Cross listed with READ 305 and CURR 305. (3 hours lecture.) 3 sh.

Prerequisites: CURR 210, EDFD 210, or READ 210; and admission to Teacher Education Program.

EDFD312: Educating English Language Learners

This course module exposes students to the central issues in the education of English language learners in US schools and helps them learn about best practices in education through hands-on experience creating and adjusting lessons and instruction to benefit the academic performance of English language learners as well as of all students. Issues addressed include sociocultural, legal, and political influences on the education of English language learners; principles of second language acquisition; and explicit practice in planning academic content instruction for English language learners. Cross listed with READ 312 and CURR 312. (1 hour lecture.) 1 sh.

Prerequisites: CURR 210, EDFD 210 or READ 210; and admission to the Teacher Education program.

EDFD321: Philosophical and Cultural Foundations of Reasoning

The course provides an introduction to elements of rational thinking from a philosophical and cultural perspective. It gives attention to such matters as inference, hypothesis and generalization as they would be treated in a "modern" society and in a selected number of other cultures. Attention is also given to how such reasoning is useful in professional work. (3 hours lecture.) 3 sh.

Prerequisites: EDFD 220.

EDFD430: Seminar in Afro-American Studies

This course will build upon the student's understanding of various aspects of black life in America. Selected topics will cover the research and practices affecting blacks in the political, cultural, social, economic and educational arenas. The approach to understanding issues and the positing of solutions will be interdisciplinary in nature. (3 hours seminar.) 3 sh.

Prerequisites: EDFD 221.

EDFD440: Sociological Foundations of Education

The study of education as a major social institution. Social and cultural influences on teachers and learners and factors which affect educational structures, processes, and outcomes. Considers social and cultural influences on teachers and learners; the relationship of culture, role, and personality in the classroom; and the school as a changing system. (3 hours lecture.) 3 sh.

Prerequisites: EDFD 221.

EDFD441: Urban Politics and Education

The politics of confrontation. The school system as a political institution. Force fields and their influence upon the teacher, school and community. Political orientations and experiences of various ethnic groups. The influence of political pressures on urban schools from city or higher levels. (3 hours lecture.) 3 sh.

Prerequisites: EDFD 210 and EDFD 221.

EDFD445: Puerto Rican Children in Mainland Schools

Introduction to the experiences of Puerto Rican children in mainland schools with particular attention to migration, the Puerto Rican family, Puerto Rican life-styles, cultural identity, cultural pluralism, learning needs, and evolving programs. Includes visits to schools. Meets the Human And Intercultural Relations Requirement (HIRR). Meets the World Languages and Cultures Requirement - World Cultures. (3 hours lecture.) 3 sh.

Prerequisites: EDFD 221 and EDFD 305.

EDFD449: Current Issues in American Education

A study of recent initiatives, controversial questions, and current problems which impacted upon the field of education throughout the past decade, as well as an examination of new theories which may change the course of American education in the near future. (3 hours lecture.) 3 sh.

Prerequisites: EDFD 210 and EDFD 221.

EDFD460: Comparative Education

The meaning of comparative education; differences between educational systems in developed and developing societies. (Developed areas such as Western and Central Europe - developing areas such as Latin America and tropical Africa). (3 hours lecture.) 3 sh.

Prerequisites: EDFD 210

EDFD463: Women and Education in Modern Western Society

The role and education of women in particular types of societies. Attention given to the U.S., France, and Latin America. An effort is made to relate the educational situation of women to their social conditions. Attention given to the education of working class, bourgeois, and aristocratic women. (3 hours lecture.) 3 sh.

Prerequisites: EDFD 264.

FCST100: Professional Orientation

Orientation to the philosophy of the profession. Field experiences in a variety of settings to provide exposure to the breadth of professional opportunities. (2 hours lecture.) 2 sh.

FCST140: Family in Society

Provides basic insights and concepts from the social sciences to study the history and structure of the family as a basic but changing institution in modern America. Starting Summer 2012: Students gain fundamental insight into and understanding of concepts from the social sciences. Students study the history and structure of the family as a basic but changing institution in modern America. (3 hours lecture.) 3 sh.

FCST141: Interpersonal Relations

Relevant and up-to-date information about meaningful human relationships throughout the life cycle. Starting Summer 2012: Students learn about relevant and up-to-date information about meaningful human relationships throughout the life cycle. (3 hours lecture.) 3 sh.

FCST200: Introduction to Family Studies

This course examines families from historical, socio-cultural and theoretical perspectives. It focuses on the changes in American families over time and the implications of those changes for contemporary and future families. It also examines issues that impact family development, structure and function. Those issues include but are not limited to race, ethnicity, class, ablelism, age, gender and sexual orientation. Starting Summer 2012: Students examine families from historical, socio-cultural and theoretical perspectives, with a focus on the changes in American families over time and the implications of those changes for contemporary and future families. Students also examine issues that impact family development, structure and functions. Those issues include but are not limited to race, ethnicity, class, ablelism, age, gender and sexual orientation. (3 hours lecture.) 3 sh.

Prerequisites: ENWR 105 or HONP 100 OR PSYC 101. May be taken concurrently.

FCST201: Introduction to Social Gerontology

This course provides a comprehensive overview of social gerontology using a variety of perspectives including biological, psychological, and social aspects of aging and how a person's values, attitudes, beliefs, race, ethnicity, sexuality, health, socioeconomic status and gender affect their experience as they age. This course is open to students in all majors who have personal or professional interests in learning more about aging, career paths in gerontology, and services for older adults and their families. It will also provide a basis for more advanced course work. Field visits are integrated into the course. Starting Summer 2012: In this course students examine issues related to aging in America from an individual and family perspective. They gain an understanding of biological, physiological, and cognitive changes related to aging and their impact upon families and daily life. Students also develop knowledge of the field of gerontology, utilizing a variety of perspectives including biological, psychological, and social aspects of aging and how personal values, attitudes, beliefs, race, ethnicity, and rituals affect the aging experience. (3 hours lecture.) 3 sh.

Prerequisites: PSYC 101.

FCST205: Women in Contemporary Society

Those historical developments and social forces which have shaped the status of women in America. Discussion of current concerns and role options available to today's women. Meets the World Languages and Cultures Requirement - World Cultures. Starting Summer 2012: Through this course students gain an understanding of how historical developments and social forces have shaped the status of women in America. Students engage in discussion about current concerns and role options available to today's women. Special attention is given to the construction of womanhood and the intersections of gender with race, ethnicity, class, and sexuality. Meets the World Languages and Cultures Requirement - World Cultures. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200 or departmental approval.

FCST210: Introduction to Child Life

This course is designed to provide a comprehensive overview of the profession of Child Life. Students will be introduced to the unique role of the Child Life Specialist in working with infants, children, adolescents and their families in the hospital and other health care settings. Starting Summer 2012: This course is designed to provide a comprehensive overview of the profession of Child Life. Through this course students gain knowledge about the unique role of the Child Life Specialist in working with infants, children, adolescents and their families in the hospital and other health care settings. (3 hours lecture.) 3 sh.

Prerequisites: FCST 141 or departmental approval.

FCST214: Child Development I

This course takes a developmental approach to the study of young children from conception to age 10. For each developmental stage, physical, socio-emotional, cognitive, and language domains are discussed. Developmental theories are woven into each part of the course. Observational and research methodologies are emphasized. Out-of-class observations/interviews required. Starting Summer 2012: This course takes a developmental approach to the study of young children from conception to age 10. For each developmental stage, students explore physical, socio-emotional, cognitive, and language domains. Developmental theories are woven into each part of the course and an emphasis is placed upon observational and research methodologies. (3 hours lecture, 1 hour other.) 3 sh.

Prerequisites: PSYC 101.

FCST215: Infant Development

The infant as a developing individual within the family. Theory and research in the area of human infancy. Physical, cognitive and emotional growth from pre-natal through the first two years of life. Field experiences required. Starting Summer 2012: Students in this class explore the infant as a developing individual within the family. Theory and research in the area of human infancy are applied throughout the course. Students gain knowledge about the physical, cognitive and emotional growth of infants from pre-natal through the first two years of life. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200 and field experience required.

FCST216: Techniques for the Study of Child Personality

Skills and tools to help the teacher become more aware of the needs, motivations, competencies and values of young children. Opportunities to observe and record children's activities. Starting Summer 2012: Students practice observing and recording children's activities in order to develop skills needed to become more aware teachers. Students leave this class with skills and tools that enhance their understanding of the needs, motivations, competencies, and values of young children. (3 hours lecture.) 3 sh.

Prerequisites: FCST 214.

FCST225: Exploring Family Diversity

This course examines diversity in families with respect to designations such as race, ethnicity, religion, social class and sexual orientation. Students will study diverse family formation, family roles, values and traditions, as well as the ways in which diverse families have impacted and been impacted by the United States culture and policy. Previous course FCST 440 effective through Spring 2011. Starting Summer 2012: Through this course students examine diversity in families with respect to designations such as race, ethnicity, religion, social class and sexual orientation. Students study diverse family formation, family roles, values and traditions, as well as the ways in which diverse families have impacted and been impacted by the United States culture and policy. Previous course FCST 440 effective through Spring 2011. (3 hours lecture.) 3 sh.

Prerequisites: ENWR 105 or HONP 100 or PSYC 101.

FCST231: The Family in the Economic System

The family as an economic unit in society. Economic behavior of various sub-cultures, age groups and family patterns. Starting Summer 2012: Students learn about the family as an economic unit in society. They explore the behavior of various sub-cultures, age groups, and family patterns and the impact these various attributes have upon families. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200.

FCST241: Group Dynamics

This course presents an overview of the theory and practice of group dynamics, to prepare students to facilitate group processes to advance group- and individual-level objectives. This course examines developmental, ecological, and systems theories in terms of their implications for how individuals interact with and influence each other in group settings. This course reviews practical approaches and develops tools for working effectively with groups in a variety of family and/or child settings, both as a group member and as a group facilitator. Distinct approaches to group processes that are appropriate for specific developmental stages are emphasized (e.g., differences between group work with children, adolescents, and adults). (3 hours lecture.) 3 sh.

Prerequisites: FCST 141.

FCST270: Individual Management: Theories and Strategies

Opportunity to investigate management theories and apply them to personal life. Influences on, and blocks to, personal management, problem solving, planning, and expediting. Required of majors. Starting Summer 2012: Students have the opportunity to investigate management theories and apply them to personal life. Students also explore influences on, and blocks to, personal management, problem solving, planning, and expediting. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200.

FCST300: Field Trip Experiences in Family and Child Studies

An opportunity to study the policies, problems and contributions of community organizations and agencies which relate to families and children. Starting Summer 2012: Students engage in the study of policies, problems and contributions of community organizations and agencies which relate to families and children. () 1 sh.

Prerequisites: FCST 200.

FCST301: Volunteer in the Community

The role of the volunteer solving the socio-economic-civic- educational problems facing individuals and families; volunteer participation as an individual and in groups. Starting Summer 2012: Students participate in a volunteer experience with a community agency. Through the course and volunteer experience, students explore socio-economic, civic, and educational problems facing individuals and families. () 2 - 4 sh.

Prerequisites: FCST 200. Fieldwork required. Restricted to majors within the Family and Child Studies department.

FCST304: Research Methods for Studying Families and Children

An introductory research course designed to enable students to critically read, analyze and produce research in areas relevant to family and child studies. Various research approaches will be reviewed, and the role of research in society and its relationship to conditions of power and oppression will be explored. Starting Summer 2012: Through this introductory course students develop critical reading and analyzing skills regarding current research in the field of family and child studies. Students investigate various research approaches and the role of research in society and its relationships to conditions of power and oppression. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200; and Family and Child Studies (FCST) majors only.

FCST305: Death and Bereavement in the Family

This course offers a multidisciplinary approach to the study of dying and death within the context of the family. This course will examine human responses to the dying process across the life span as well as the social functions of grief and mourning. Perceptions of death in various social, cultural, and religious contexts will be explored as will substantive and controversial topics related to the end of life. Starting Summer 2012: Students examine human responses to the dying process across the lifespan as well as the social functions of grief and mourning. Students also explore perceptions of death in various social, cultural, and religious contexts as well as substantive and controversial topics related to the end of life. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200 or PSYC 101. Restricted to majors within the Family and Child Studies department or departmental approval.

FCST308: Independent Study

Advanced areas in Family and Child Studies not offered in the regular curriculum. May be repeated for a maximum of 6.0 credits as long as the topic is different. Starting Summer 2012: Students engage in an independent study in advanced areas in Family and Child Studies not offered in the regular curriculum. Topics vary in response to student interests, faculty expertise, and current issues in the field. May be repeated for a maximum of 6.0 credits as long as the topic is different. () 1 - 3 sh.

Prerequisites: Departmental permission.

FCST314: Child Development II: Adolescence

This course uses a developmental approach to study adolescents (11-18 years). Physical, cognitive and social development throughout this age period are studied. Family, peer, race, ethnicity, socio-cultural, and environmental influences on adolescents are examined. Starting Summer 2012: In this course students utilize a developmental approach to study adolescents (11-18 years) focusing on physical, cognitive and social development throughout this age period. Students examine the impact of family, peers, race, ethnicity, socio-cultural, and environmental influences on adolescents. (3 hours lecture.) 3 sh.

Prerequisites: FCST 214 and PSYC 101. Out-of-class interviews and/or observations are required.

FCST315: Field Experiences in Family and Child Services

Planned supervised experience with selected agencies offering services for families and for children. Starting Summer 2012: Students participate in a supervised field experience within selected agencies offering services for families and for children. Within the scope of this experience, students explore their own interest in the field of family and child services through a direct field experience and are exposed to the common professional roles and occupations. Students are expected to volunteer in a faculty-approved setting for 35 hours minimum during the semester. (2 hours lecture, 2 hours other.) 3 sh.

Prerequisites: FCST 214 and PSYC 101. Thirty-five hours of field work required. Restricted to majors within the Family and Child Studies department.

FCST316: Service-Learning Experiences with Families and Children

This course engages students in a real-life service experience working on issues identified by the community organizations. By collaborating with community partners, students will gain an understanding of civic engagement, diverse families, advocacy, program development, and the importance of reflection throughout the service experience. Students are required to provide three hours of weekly service with a community-partner organization that works with families and/or children. The service project will be determined by the instructor, the Center for Community-Based Learning (CC-BL) and community partner organizations affiliated with the CC-BL at Montclair State University. Service requirement: Three hours of weekly service in a community-partner organization is required. Starting Summer 2012: Students engage in real-life service experience working on issues identified by the community organizations. By collaborating with community partners, students gain an understanding of civic engagement, diverse families, advocacy, program development, and the importance of reflection throughout the service experience. Students are required to provide three hours of weekly service with a community partner organization that works with families and/or children. (2 hours lecture, 2 hours lab.) 3 sh.

Prerequisites: PSYC 101 and FCST 214. 3 hours of weekly service in a community-partner organization is required. Restricted to majors within the Family and Child Studies department.

FCST317: Fieldwork Experience in Family and Child Studies: The Hospitalized Child

This course is geared toward guiding and supporting prospective Child Life interns in their initial exposure to children, families, and staff in a pediatric hospital setting. Class meetings will be structured in a format that encourages class discussion and students will be expected to share experiences with the instructor and fellow peers. Students will have a planned supervised experience for a minimum of 35 hours of field work in a pediatric setting approved by the instructor. (3 hours field experience.) 3 sh.

Prerequisites: FCST 210. Experience for a minimum of 35 hours of field work in a pediatric setting approved by the instructor. Restricted to majors within the Family and Child Studies department.

FCST320: Parenting Skills and Resources

Opportunities for the student to develop effective parenting skills and the knowledge about human development needed for the application of these skills. Impact of parenting resources on both parents and non-parents. Local, state and national resources examined. Assigned activities with children. Starting Summer 2012: Students have the opportunity to develop effective parenting skills and knowledge about human development needed for the application of these skills They also examine the impact of local, state, and national parenting resources on both parent and non-parents. (3 hours lecture.) 3 sh.

Prerequisites: FCST 214 and PSYC 101. Restricted to majors within the Family and Child Studies department.

FCST322: Play in Child Life Practice

This hands-on course is designed to introduce students to the role and application of play in child life practice and other related fields, such as social work, therapeutic recreation, and education. Students learn about the child life field, and they examine the historical and cultural dimensions of play and explore major theories of play. Through lecture and experiential activities, students learn various play techniques used by child life specialists, such as role playing, expressive play, and storytelling. Students enhance their knowledge of the role of play in the treatment of children coping with hospitalization injury, and illness. Starting Summer 2012: This hands-on course is designed to introduce students to the role and application of play in child life practice and other related fields, such as social work, therapeutic recreation, and education. Students learn about the child life field, and they examine the historical and cultural dimensions of play and explore major theories of play. Students learn various play techniques used by child life specialists through a combination of lecture and experiential activities including role playing, expressive play, and storytelling. Students enhance their knowledge of the role of play in the treatment of children coping with hospitalization injury, and illness. (3 hours lecture.) 3 sh.

Prerequisites: FCST 210 and FCST 214. Restricted to majors within the Family and Child Studies department.

FCST325: Adult Development and Aging

Starting Summer 2012: In this course students critically examine topics related to change and continuity in the psychological, emotional, and biological ways that adults develop in mid-life and later adulthood. Students analyze issues of mental health, stress and coping, personality development, changes in memory, learning, and cognitive functioning, as well as intelligence, creativity, and psychopathology in later life. They compare models of development throughout adulthood and consider cultural, ethnic, gender, and socioeconomic variables that influence growth. Finally, students consider current research and contemporary issues as they pertain to adult development. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200 or matriculation in the Gerontology minor and departmental approval.

FCST328: Peer Counselin

This course provides the student with actual peer counseling experience. This experience takes the forms of one-to-one and group counseling. The student will experience the counseling process both as a counselor and as a client. () 3 sh.

Prerequisites: FCST 200. Restricted to majors within the Family and Child Studies department or departmental approval.

FCST329: Theories and Techniques of Group Processes

Given that we function in groups of all sizes, with diverse populations and with various purposes throughout life, this course provides an understanding of the underlying dynamics of groups and provides the opportunity to relate the theories of group development to the actual group process. Students will explore theories and techniques useful in the positive development of entelchy groups. Starting Summer 2012: Students develop understanding of how we function in groups of all sizes, with diverse populations and with various purposes throughout life. Students gain an understanding of the underlying dynamics of groups and receive the opportunity to relate the theories of group development to the actual group process. Students explore theories and techniques useful in the positive development of entelchy groups. () 3 sh.

Prerequisites: FCST 241.

FCST330: Dynamics of One-To-One Communication

This course is designed to examine the dynamics of one-to-one communication through readings and experientially. The course will further develop personal goals for optimizing personal communication and assist in establishing strategies for the attainment of these goals. 3 sh.

Prerequisites: Departmental approval.

FCST331: Money Management

The role and meaning of money in individual and family living; understanding income as a means of acquiring a style of life; the effective control of income, spending, savings, credit, and managing resources for future needs. Starting Summer 2012: Students explore the role and meaning of money in individual and family living and understanding income as a means of acquiring a style of life. They also examine the effective control of income, spending, savings, credit, and how to manage resources for future needs. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200. Restricted to majors within the Family and Child Studies department.

FCST332: Action Approaches to Personal Awareness

Designed to increase personal awareness and to assist in developing skills needed to maximize individual growth in human interaction. Through the use of psychodrama and other action-oriented techniques, students will have the opportunity to experience, critically evaluate and develop strategies for working beyond communication barriers to more effective interaction for their personal benefit and the benefit of others. Starting Summer 2012: Students work towards developing awareness and skills needed to maximize individual growth in human interaction. Through the use of psychodrama and other action-oriented techniques, students have the opportunity to experience, critically evaluate and develop strategies for working through communication barriers to a more effective interaction for their personal benefit and the benefit of others. () 3 sh.

Prerequisites: Departmental approval.

FCST340: Aging and Social Policy

Recognizing the importance of public policy as it pertains to a growing, aging population, this course will introduce students to a range of policy issues at the federal, state, and local levels. The process of policy formation will be reviewed including how political organizations, special-interest groups, and advisory groups influence policy development and implementation. The course will cover the major public programs for older adults in the U.S. that address income security, health and long-term care, and housing needs. In order to recognize the varying effects policy can have on the lives of seniors, older adults from diverse socioeconomic and ethnic backgrounds will be considered. Because families often struggle with the demands of caregiving and long-term care assistance, an evaluation of national and international public policy initiatives designed to address those needs will be conducted. Finally, students will be encouraged to identify and explore contemporary public policy issues that affect older adults on a regular basis. (3.0 hours lecture.) 3 sh.

Prerequisites: FCST 200 or matriculation in Gerontolgy minor and departmental approval. Restricted to majors within the Family and Child Studies department.

FCST342: Family Sociology

Familiarizes students with data relating to the family as an institution, its development, dynamics and place in society. The impact of rapid social change on the American family. Not open to freshmen. Starting Summer 2012: Students familiarize themselves with data relating to the family as an institution, its development, dynamics, and place in society. They also explore the impact of rapid social change on the American family. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200. Not open to freshmen. Restricted to majors within the Family and Child Studies department.

FCST344: Challenge of Aging

The change over the adult life span as it affects family interaction and resources in various sub-cultures. Implications for social policy and institutions relative to an increasing aging population. Field participation with agencies and elders; minimum 6 hours contact - more encouraged. Starting Summer 2012: Students examine how changes over the adult life span affect family interaction and resources in various cultural groups within the United States. Students also engage in fieldwork with agencies and elders and learn about the implications of social policy and institutions relative to an increasing aging population. (3 hours lecture.) 3 sh.

Prerequisites: FCST 201. Restricted to majors within the Family and Child Studies department or departmental approval.

FCST345: Gender in a Changing World

Gender issues that exist in our society and cross-culturally. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200. Restricted to majors within the Family and Child Studies department or departmental approval.

FCST348: Individual and Family Development Over the Life Span

This introductory course provides an overview of family development over the life course in the United States and in other societies. Concepts and theories related to transitions within families over the life course will be explored. This course will also emphasize the role of culture and diversity in the development and functioning of families. Meets the University Writing Requirement for majors in FCCL, FCPS, FCEL, FCFS, FCGR. Starting Summer 2012: In this introductory course students gain an overview of family development over the life course in the United States and in other societies. Students also explore concepts and theories related to transitions within families over the life. This course also emphasizes the role of culture and diversity in the development and functioning of families. Meets the University Writing Requirement for majors in Family and Child Studies. () 3 sh.

Prerequisites: FCST 200. Restricted to majors within the Family and Child Studies department.

FCST360: Families in Later Life

Combining the fields of family science and gerontology, this course will introduce students to family relationships, roles, and responsibilities in the second half of life. Later life families and the sociological and demographic implications of these families will be discussed. Culturally and ethnically diverse populations will be considered as well as issues of social justice. Multiple substantive topics related to aging families will be examined (i.e., caregiving, grandparenting, marriage and sibling relationships later life, housing, retirement, widowhood, aging parent-adult child relations, etc.). Finally, students will consider gerontological theory and its influence on the study of aging and aging family relationships. Starting Summer 2012: Applying the fields of family science and gerontology, students learn about family relationships, roles, and responsibilities in the second half of life. Students engage in discussion about later life families and the sociological and demographic implications of these families. Culturally and ethnically diverse populations are considered as well as issues of social justice. Multiple substantive topics related to aging families are examined (i.e., care giving, grandparenting, marriage and sibling relationships later life, housing, retirement, widowhood, aging parent-adult child relations, etc.). (3 hours lecture.) 3 sh.

Prerequisites: FCST 200 or PSYC 101. Restricted to majors within the Family and Child Studies department or departmental approval.

FCST370: Individual and Family Problem-Solving

Dealing with daily living through increased competence in decision-making and problem-solving in a variety of life styles. Starting Summer 2012: Students gain insight to how to deal with daily living through increased competence in decision-making and problem solving in a variety of life styles. Students develop skills for managing individual and family needs, problem solving, setting goals, and playing a leadership role. Students also examine ways in which the planned change process can be used at the individual or family level with a focus on strengths as well as problems. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200. Restricted to majors within the Family and Child Studies department.

FCST400: Senior Seminar

A capstone course which explores the integrative nature of the study of families and children and investigates the roles, conflicts and decision-making perspectives for beginning professionals. (3 hours seminar.) 3 sh.

Prerequisites: Family and Child Studies major and departmental approval.

FCST401: Advanced Research Methods in Family and Child Studies

Planned at a more advanced level than the Introduction to Research course, this course will give students the opportunity to plan and execute individual research projects. Starting Summer 2012: Through this advanced class in research methods students have the opportunity to plan and execute individual research thesis and projects, drawing on their earlier research course. Students continue to explore the research process as initiators of research projects, using both quantitative and qualitative approaches. Students are encouraged to present their completed research in professional forums. (3 hours lecture.) 3 sh.

Prerequisites: FCST 304 and departmental approval.

FCST408: Workshop in Family and Child Studies

Opportunity to study selected current problems in the field of Family and Child Studies. This course may be repeated for a maximum of 15 credits, providing the course topic is different for each repetition. Starting Summer 2012: This selected topics workshop invites students and professors to critically examine, discuss, and analyze current research on issues of concern in the field of Family and Child Studies. Topics are determined prior to course offering and publicized. The course may be repeated five times for a maximum of fifteen semester hours, provided the topic is different. () 1 - 3 sh.

Prerequisites: FCST 200 and any 300-level FCST course or departmental approval. Restricted to majors within the Family and Child Studies department.

FCST409: Internship

Opportunity to work as an intern in a professional setting in a community organization, agency, or a service organization. Application available in the Family and Child Studies Department. Starting Summer 2012: Students have the opportunity to work as an intern in a professional setting in a community organization, agency, or a service organization. The internship experience is the final step in a student's education as a Family and Child Studies (FCST) student at Montclair State University (MSU). The placement experience aims to give students on-the-job training in a setting that provides contact with people in various program related environments. This is an opportunity for students to further enhance career preparation by developing professional competencies in such areas as critical thinking, assessment techniques, problem solving behaviors, decision making processes, utilization of resources, ability to function as part of a diverse work force, and understanding of the general operation, management, and philosophies of social service agencies. Students are expected to undertake a serious professional responsibility and work with diverse client populations to better understand the roles, rights, and responsibilities of consumers who utilize social services. () 8 - 12 sh.

Prerequisites: Family and Child Studies major and departmental approval.

FCST410: Teaching Daily Living Skills to Special Needs Populations

Analysis of daily personal management problems and their application to special needs populations. Opportunity to explore community resources, examine and develop materials and teaching strategies appropriate for teaching daily living skills to special needs populations. Field experience included. 3 sh.

Prerequisites: FCST 200. Restricted to majors within the Family and Child Studies department.

FCST411: Sibling Relationships

In this course, students study sibling relationships and how they shape human development. They use family systems theory, sibling development principles and other frameworks to examine human behavior. They consider sibling behavior within the context of society, and give attention to the role of social location in the lives of families and children. Areas of sibling behavior explored include rivalry, support, birth order, selection of interests, personality and identity development, and abuse. (3 hours lecture.) 3 sh.

Prerequisites: FCST 348. Restricted to majors within the Family and Child Studies department or departmental approval.

FCST414: Organization and Management of Child Care Centers

Basic principles of supervision and administration applied to developing a sound program in a modern pre-school program. The learning process applied to the professional development of staff. Organization and administration of individual classrooms and the total school program; the relationship of the school to community services and agencies. 3 sh.

Prerequisites: FCST 214. Restricted to majors within the Family and Child Studies department or departmental approval.

FCST415: Child in the Community

The attitudes, mores and values of family and neighborhood life as determinants of the child's adaptation to school; growing up in families of deviant patterns; specialists and agencies in the community. Starting Summer 2012: Students gain knowledge about the attitudes, mores and values of family and neighborhood life as a determinant of the child's adaptation to school. They examine the impact on children of growing up in different types of families and in different types of social settings. They learn about the different types of specialists and agencies in the community. (3 hours lecture.) 3 sh.

Prerequisites: FCST 214 and FCST 348. Restricted to majors within the Family and Child Studies.

FCST418: Working with Diverse Families and Children

Approaches to working with diverse families and children in human service, community, and educational settings will be examined. A particular focus will be on skill development for facilitating and leading family conferences in a variety of professional settings. Starting Summer 2012: Students study different approaches to working with diverse families and children in human service, community, and educational settings. A particular focus is on skill development for facilitating and leading family conferences in a variety of professional settings. (3 hours lecture.) 3 sh.

Prerequisites: FCST 348. Restricted to majors within the Family and Child Studies department or departmental approval.

FCST419: Special Studies in Family and Child Services

Exploring special concerns in the area of family life and child development. Starting Summer 2012: Students utilize an ecological lens to critically examine social problems impacting youth and their families in the 21st century. Issues include substance abuse, school violence, gang involvement, teen pregnancy, and HIV/AIDS. Students leave with an understanding of various prevention-related initiatives with proven effectiveness and how they can serve to protect youth and their families. (3 hours lecture.) 3 sh.

Prerequisites: FCST 348. Restricted to majors within the Family and Child Studies department or departmental approval.

FCST440: Diversity in Families

This course examines diversity in families with respect to designations such as race, ethnicity, religion, social class and sexual orientation. Students will study diverse family formation, family roles, values and traditions, as well as the ways in which diverse families have impacted and been impacted by the United States culture and policy. Offered as FCST 440 through Spring 2011. To become FCST 225 effective Summer 2011. (3 hours lecture.) 3 sh.

Prerequisites: FCST 348. Restricted to majors within the Family and Child Studies department or departmental approval.

FCST445: Poverty and Families

Examines the impact of economic structures, social conditions, gender, race and ethnicity as they affect the family system. This course will further examine the various social problems that place families at risk including family structures and community conditions such as poverty, access to resources, and geographic locations. Community contact is a requirement of the course. Meets the Human and Intercultural Relations Requirement (HIRR). Meets the World Languages and Cultures Requirement - World Cultures. Starting Summer 2012: Students examine the impact of economic structures, social conditions, gender, race and ethnicity as they affect the family system as well as various social factors that place families at risk including family structures and community conditions such as poverty, access to resources, and geographic locations. Community contact is a requirement of the course. (3 hours lecture.) 3 sh.

Prerequisites: FCST 348. Restricted to majors within the Family and Child Studies department.

FCST448: Family Counseling

Techniques and theories of collecting data and counseling families with such problems as money management, nutrition concerns, parent-child relationships and value conflicts. Starting Summer 2012: This introductory counseling-based course focuses on the core concepts fundamental to an understanding of marital and family therapy. Students learn about typical family functioning and atypical family dysfunction as well as strategies employed by practicing family therapists. The course emphasizes a multi-cultural approach to family counseling. Students review current research on family process and treatment. (3 hours lecture.) 3 sh.

Prerequisites: FCST 141 and FCST 348. Restricted to majors within the Family and Child Studies department.

FCST470: Family Management

Opportunity to analyze situations in which individuals and families use resources to maintain daily life and solve problems. Roles, goals, decision making, use of human and nonhuman resources and factors influencing household management. Starting Summer 2012: Students examine the many factors that influence and are influenced by the ways families use resources to maintain daily life and solve problems. They analyze different situations, considering such factors as the roles played by different family members, the goals of different family members in different situations, decision making, the use of human and nonhuman resources, and other factors influencing household management. (3 hours lecture.) 3 sh.

Prerequisites: FCST 200 and FCST 348. Restricted to majors within the Family and Child Studies department.

PSYC101: Introduction to Psychology

This course is an introduction to the study of human behavior and surveys major topics within the diverse discipline of psychology. Topics covered will come from each of four core areas offered by the psychology department: Social/Applied (e.g., Social, Industrial-Organizational, Health), Biological Basis of Behavior (e.g., Physiology, Perception, Motivation/Emotion, Comparative Animal Behavior), Cognition (e.g., Learning and Memory, Conditioning and Learning, Cognition, Language) and Personality (e.g., Personality, Abnormal, Development). Meets Gen Ed 2002 - Social Science for non-psychology majors only. (3 hours lecture.) 3 sh.

READ100: College Learning and Thinking Skills

Course is designed to provide freshmen in the Program for Academic and Student Support with a learning environment in which to develop the cognitive and affective strengths needed for college success. The course offers opportunities to become inquisitive, competent, and confident learners. (3 hours lecture.) 3 sh.

READ105: Reading: Communicating Through Text

This course, designed for the general student, will foster a critical understanding of the processes involved in efficient and effective reading. Emphasis will be placed on developing students' life-long reading habits in relation to comprehension, aesthetic sensibilities and analytical skills. 3 sh.

READ209: Children's Literature for a Multicultural Society

This course seeks to examine multicultural children's literature as both aesthetic form and instructional tool. Students will examine the social, political and educational implications of such literature and its use in classrooms. The course will assist students in recognizing the significance of their development as critical readers, writers and thinkers. Additionally, the course will enable prospective and in-service teachers to serve their students in a more efficacious manner with an enhanced instructional repertoire. Meets the Human and Intercultural Relations Requirement. Starting Summer 2012: In this course, students examine multicultural children's literature as both aesthetic form and instructional tool. They examine the social, political and educational implications of such literature and its use in classrooms. The course assists students in recognizing the significance of their development as critical readers, writers and thinkers. Additionally, the course enables prospective and in-service teachers to serve their students in a more efficacious manner with an enhanced instructional repertoire. The course concentrates on analysis of literature for young children (i.e., pre-school through third grade). Additionally, students read and analyze literature for advanced readers and books read by adolescents. () 3 sh.

READ210: Public Purposes of Education: Democracy and Schooling

This course examines the public purposes of education in our social and political democracy. Students inquire into the role of schools in fostering the development of democratic principles and practices and examine various curriculum designs and pedagogical strategies. Students also explore the main issues stemming from the efforts to teach democratically in public educational institutions. Students complete 30 hours of fieldwork in an assigned high-performing urban school, which provides a context for these explorations. They examine and analyze successful practices of instruction and classroom management. Attendance at the first class is required to verify field expectations. This course is pre-requisite for admission into the teacher education program. Cross-listed with CURR 210 and EDFD 210. (3 hours lecture.) 3 sh.

Prerequisites: Sophomore level or higher; ENWR105 or HONP100.

READ305: Teaching for Equity & Diversity

This course examines the qualities of teachers, teaching, and schooling that foster the learning of students from diverse social and cultural backgrounds. Students explore the ways in which socialization experiences shape perceptions. They reflect on their own beliefs, assumptions, and perceptions about sociocultural identity and how their own socialization has shaped their perceptions of themselves and other people. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools in the United States. They learn ways of teaching all children well and to develop positive relationships among teachers, parents and children. Cross listed with EDFD 305 and CURR 305. (3 hour lecture.) 3 sh.

Prerequisites: CURR 210, READ 210, or EDFD 210; and admission to Teacher Education Program.

READ312: Educating English Language Learners

This course module exposes students to the central issues in the education of English language learners in US schools and helps them learn about best practices in education through hands-on experience creating and adjusting lessons and instruction to benefit the academic performance of English language learners as well as of all students. Issues addressed include sociocultural, legal, and political influences on the education of English language learners; principles of second language acquisition; and explicit practice in planning academic content instruction for English language learners. Cross listed with CURR 312 and EDFD 312. (1 hour lecture.) 1 sh.

Prerequisites: CURR 210, READ 210, or EDFD 210; and admission to the Teacher Education program.

READ399: Initial Inquiry into Literacy Development

Starting Summer 2012: In this course, students explore philosophical, theoretical and pragmatic issues as they pertain to literacy development and the pedagogical decision-making process. The course enables prospective and in-service teachers to develop an appropriate repertoire of instructional strategies that enhance literacy instruction. Students investigate topics such as language acquisition theory and its connections to the literacy development process and the ways in which literacy development is enhanced in the N-8 classroom. The course also assists students in recognizing the significance of their development as critical readers, writers and thinkers. Field experience is an approved instructional setting is a requisite. (3 hours lecture.) 3 sh.

Prerequisites: Admission to Teacher Education Program.

READ407: Reading: Theory and Process

Designed for classroom and non-classroom personnel whose major responsibility is instructing students. Major focus will be on developing those skills, understandings and competencies about the nature of the reading process, in specific word recognition and comprehension strategies, and in classroom diagnostic techniques. 3 sh.

Prerequisites: Admission to Teacher Education Program.

READ408: Content Area Literacy for Elementary Classrooms

In this course, prospective elementary teachers continue their exploration of key theories and methods for teaching literacy, with an emphasis on the intermediate grades. They focus on reading comprehension, vocabulary development, writing instruction, literacy across the content areas, and the use of technology to develop a breadth of pedagogical knowledge. Particular attention is given to developing expertise in differentiated instructional planning that meets a diverse range of learners, including English Language Learners, those with learning disabilities, struggling readers, and advanced students. Starting Summer 2012: In this course, prospective elementary teachers continue their exploration of key theories and methods for teaching literacy, with an emphasis on the intermediate grades. They focus on reading comprehension, vocabulary development, writing instruction, literacy across the content areas, and the use of technology to develop a breadth of pedagogical knowledge. Particular attention is given to developing expertise in differentiated instructional planning that meets a diverse range of learners, including English Language Learners, students with learning disabilities, struggling readers, and advanced students. (3 hours lecture.) 3 sh.

Prerequisites: READ 399.

READ409: Teaching for Critical Thinking

Designed for pre-service teachers to foster critical thinking in and about the disciplines they will teach. Emphasis will be placed on the processes of thinking in general, on the nature of critical thinking, on classroom conditions which promote critical thinking, on metacognition, whereby students will be encouraged to be conscious of their own thinking and on methods for assessing the quality of students' thinking. Cross listed with Curriculum and Teaching,CURR 409; Educational Foundations, EDFD 409. 3 sh.

Prerequisites: Admission to Teacher Education Program.

READ411: Language & Literacy

Starting Summer 2012: This course is designed to assist pre-service middle and secondary school teachers across majors in understanding the nature of language and literacy teaching and learning in their content areas. Students review basic components of reading, social and cultural aspects of literacy practice, and the specifics of language and literacy in different disciplines (e.g., distinct vocabulary, particular writing and reading demands). Students learn to develop a repertoire of teaching/learning literacy strategies that enhance comprehension. Students conduct sample assessments and content-area lessons with middle and high school students. Through observation in a content classroom, students learn ways of integrating literacy learning into their lessons as well as ways of organizing and managing the classroom to extend literacy learning. Fieldwork or service-learning experience is required. (3 hours lecture.) 3 sh.

Prerequisites: CURR 210, READ 210, or EDFD 210; CURR 305, READ 305, or EDFD 305; and admission to Teacher Education Program.

SPED279: Foundation and Philosophy of Inclusive Education

This course provides an overview of the historical and ideological trends that impact the education of children in inclusive settings. Students explore the historical, political, and legal foundations of inclusive education; principles of inclusive planning, consultation, and collaboration; resources and services for effective inclusion and inclusive transition programs; characteristics of high and low-incidence disabilities; and implications for students with and without disabilities. This course includes a field experience in which students engage in reflective observation of inclusive classrooms. (3 hours lecture.) 3 sh.

Prerequisites: ENWR 105 or HONP 100.

SPED367: Language-Based Strategies for Inclusive Classrooms

This course focuses on research-based instructional practices for inclusive education. In this course, students explore approaches to reading and writing instruction for students with diverse learning needs and consolidate these into a repertoire of instructional strategies that can be used to meet the needs of students with disabilities at various stages of skill mastery. Procedures addressed in this course are applicable in inclusive as well as more restrictive settings, and address the needs of students from a broad array of cultural, linguistic, and economic backgrounds. Students explore such issues as: special education identification and why large numbers of students fail; the importance of explicit instruction for students with learning problems; lesson planning for multiple learning environments; characteristics of students with mild-to-moderate disabilities in reading, writing, and spelling; components of research-based instruction in reading, written expression,, and spelling; modifications, accommodations, and materials for teaching students with disabilities in inclusive settings; and professional standards, including New Jersey Core Curriculum Content Standards (NJCCCS) and New Jersey Professional Teaching Standards. (3 hour lecture.) 3 sh.

Prerequisites: SPED 279 or ECEL 279.

SPED468: Content Area Strategies for Inclusive Classrooms

SPED 468 is and extension of SPED 367: Inclusive Methods. The course focuses on inclusive strategies for content area instruction, as well as collaborative planning, teaching, and transition services. In this course students learn to develop instructional approaches for diverse learners. They learn specific practices for teaching math, such as focusing on big ideas, providing explicit links between math lessons and skill, and explicitly teaching both computation and problem-solving. For teaching other content areas, they learn about the strategies instruction model (SIM) and peer assisted learning which incorporate varied approaches for teaching students who struggle to read, write, and organize themselves. Students learn a variety of instructional strategies for diverse learners, drawing on various types of information including Individualized Educational Plans (IEPs). They also explore models of collaboration with other eduction professionals and paraprofessionals, strategies and tools for effective co-teaching, and transition planning. This course includes a fieldwork component in which students engage in reflective observation and tutoring of students with learning difficulties in inclusive classrooms. (3 hours lecture.) 3 sh.

Prerequisites: SPED 367.

SPED469: Inclusive Methods for Middle and Secondary Schools

This course enhances the ability of future educators to provide access to the curriculum for students with disabilities in middle and secondary schools. Educators learn how to apply principles of developmentally appropriate practice and curriculum design to improve the learning of students who exhibit abilities across a wide range. The emphasis is on research-based and practical techniques and strategies that can be utilized in the certification area in an inclusive setting, focusing mainly on the Strategies Intervention Model. Students explore resources for adapting content area curriculum. This course requires a field experience working in schools tutoring students who are experiencing academic or basic skills difficulties. (3 hours lecture.) 3 sh.

Prerequisites: SPED367

SPED488: Promoting Prosocial Behaviors in Inclusive Settings

In this course, future teachers develop knowledge of theory and skills of practice related to the development of appropriate prosocial behaviors for students with disabilities within inclusive classroom settings. This course focuses on social behavior and the developmental and environmental factors that influence its expression. Students learn how to conduct a functional analysis of behavior, promote appropriate behavior, and develop a classroom setting that fosters prosocial behaviors. They explore principles of social/emotional learning, social skills development, data collection processes, schedules of reinforcement, monitoring of progress, social problem solving, and the promotion of a positive behavior plan. (3 hours lecture.) 3 sh.

Prerequisites: SPED279 or ECEL279.