BIOL503: Teaching Science in Secondary Schools (4 hours lecture)

This course is designed for pre-service teachers and considers the standards-based objectives, curricula, planning, instructional strategies, materials, assessment, health and safety, and legal responsibilities in the secondary science program. The use of technology in the science program will be emphasized. 4 sh.

Prerequisites: Admission to the Teachers Education program for P-12 science certification.

CHEM501: Teaching Chemistry in the Secondary School (3 hours lecture)

Study of objectives, recent trends, methods of presentation, courses of study, lesson planning, instructional aids, and subject matter of high school chemistry. 3 sh.

Prerequisites: 16 semester hours in chemistry.

CHEM510: Hazardous Materials Management (3 hours lecture)

Exploration of the physical and chemical characteristics of hazardous chemicals, hazardous waste, and mixed waste materials. Their sources, handling, transportation, storage, disposal, and regulation. 3 sh.

Prerequisites: CHEM 230 or equivalent. For majors in College of Sciences and Mathematics or instructor's permission.

CHEM521: Advanced Topics in Inorganic Chemistry (3 hours lecture)

Current theories of inorganic structure, reactions and properties. May be repeated twice for a maximum of 9.0 credits as long as the topic is different. 3 sh.

Prerequisites: One year of physical chemistry.

CHEM525: Bioinorganic Chemistry (3 hours lecture)

Exploration of the vital roles that metal atoms play in biochemical processes. Transition metal interactions with proteins will be emphasized. The course will focus on the structural, regulatory, catalytic, transport, and oxidation-reduction functions of metal containing biomolecules. 3 sh.

Prerequisites: CHEM 341 (Physical Chemistry II) or instructor's permission.

CHEM531: Advanced Topics in Organic Chemistry (3 hours lecture)

Modern theories of organic chemistry with emphasis on electronic theory and reaction mechanisms. May be repeated three times for a maximum of 12.0 credits as long as the topic is different. 3 sh.

Prerequisites: CHEM 430 (Advanced Organic Chemistry).

CHEM532: Organic Synthesis (3 hours lecture)

Detailed study of the art, methods, and the philosophy of organic synthesis beginning with a review of classical and modern synthetic methods, followed by the planning theory of synthesis and culminating in a study of elegant syntheses in the literature. 3 sh.

Prerequisites: CHEM 430 (Advanced Organic Chemistry).

CHEM533: Biosynthesis of Natural Products (3 hours lecture)

A study of natural products with emphasis on the biosynthesis of primary and secondary metabolites. 3 sh.

Prerequisites: CHEM 430 (Advanced Organic Chemistry) or equivalent.

CHEM534: Chromatographic Methods: Theory and Practice (3 hours lecture)

A combined lecture/hands-on course in the theory and practice of chromatography; including GC, HPLC, GC-MS, GPC, and SFC, as well as computerized instrument control, data acquistion, and processing. 3 sh.

Prerequisites: CHEM 310 (Analytical Chemistry) and 311 (Instrumental Analysis) or equivalents.

CHEM536: Nuclear Magnetic Resonance: Theory and Practice (3 hours lecture)

A combination lecture/hands-on course utilizing the department's FT-NMR's to provide students with theoretical background and practical experience in modern 1-D and 2-D FT-NMR. 3 sh.

Prerequisites: CHEM 310 (Analytical Chemistry) and 311 (Instrumental Analysis) or equivalents.

CHEM538: Drug Design in Medicinal Chemistry (3 hours lecture)

A comprehensive course covering the design and action of pharmaceutical agents. 3 sh.

Prerequisites: Matriculation into the graduate program or permission of instructor.

CHEM540: Chemical Thermodynamics (3 hours lecture)

In-depth study of classical thermodynamics. Development of thermodynamic functions describing chemical systems in equilibrium, with emphasis on systems of variable composition. 3 sh.

Prerequisites: CHEM 341 (Physical Chemistry II) or instructor's permission.

CHEM542: Theoretical Physical Chemistry (3 hours lecture)

Theoretical development of quantum mechanics and statistical mechanics as applied to chemistry. Application of theoretical procedures to atomic and molecular structure and bonding. 3 sh.

Prerequisites: CHEM 341 (Physical Chemistry II) and MATH 420 (Differential Equations).

CHEM544: Electrochemistry (3 hours lecture)

Principles and application of electrochemistry, relationship of electrochemical principles to classical thermodynamics, and practical applications of electrochemistry. 3 sh.

Prerequisites: CHEM 341 (Physical Chemistry II).

CHEM546: Chemical Spectroscopy (3 hours lecture)

Introduction to the theory of molecular spectroscopy. 3 sh.

Prerequisites: CHEM 341 (Physical Chemistry II).

CHEM548: Chemical Kinetics (3 hours lecture)

Kinetics in its role of elucidating reaction mechanisms. Discussion of recent problems from the chemical literature including fast reactions and enzyme kinetics. 3 sh.

Prerequisites: CHEM 341 (Physical Chemistry II).

CHEM550: Organometallic Chemistry (3 hours lecture)

The course will introduce students to organometallic chemistry, mainly involving transition metals, but also including some main group metals. The material covered will focus on the unique chemistry of these compounds and their uses in organic synthesis, material science, and as catalysts. 3 sh.

Prerequisites: CHEM 420 and CHEM 430 or equivalents.

CHEM570: Selected Topics in Advanced Biochemistry (3 hours lecture)

A detailed treatment of selected topics in biochemistry. Special emphasis upon recent developments. Protein structure, enzymology, metabolism, nucleic acid chemistry are examples of topics. This course may be repeated for credit indefinitely as long as the topic is different each time. 3 sh.

Prerequisites: CHEM 370 or instructor's permission.

CHEM574: Protein Structure (3 hours lecture)

Primary, secondary and tertiary structure of proteins, protein structural motifs and protein structural families. Globular proteins, DNA binding proteins, membrane proteins, signal transduction systems, immune system protein structure, methods used for determination of protein structure. 3 sh.

Prerequisites: One semester of introductory Biochemistry or similar background.

CHEM575: Enzyme Kinetics and Mechanisms (3 hours lecture)

The following properties of enzymes are considered: structure, specificity, catalytic power, mechanism of action, multienzyme complexes, kinetics, regulation, and multienzyme systems. 3 sh.

Prerequisites: CHEM 370 or equivalent.

CHEM576: Lipid Biochemistry (3 hours lecture)

Chemistry of plant and animal lipids, their occurrence, metabolism, and industrial uses. 3 sh.

Prerequisites: CHEM 370 or equivalent.

CHEM577: Nucleic Acid Biochemistry (3 hours lecture)

This course will present fundamental aspects of nucleic acid biochemistry including structure and biological function and will be organized according to a systematic consideration of techniques used in the study of nucleic acids. Current literature and key topics such as protein-DNA, protein-drug complexes and nucleic acid repair mechanisms will be considered. 3 sh.

Prerequisites: CHEM 370 or equivalent.

CHEM578: Biochemistry Laboratory Techniques (2 hours lecture, 3 hours lab)

Fundamental techniques used to isolate, characterize, and study nucleic acids, proteins, carbohydrates, and lipids. Theory and application of buffers, spectrophotometry, tissue fractionation, centrifugation, extraction, chromatographic separations, electrophoresis, radioactivity, enzyme purification and dinetics, enzymatic assays, NMR and MS structure determination. 3 sh.

Prerequisites: CHEM 370 or equivalent.

CHEM579: Biomolecular Assay Development (2 hours lecture, 3 hours lab)

This course will provide the student with hands-on experience of state of the art techniques used for drug discovery research in the pharmaceutical industry. These techniques include assay development for high throughput screening and molecular docking methods for lead discovery. Using these techniques will allow the student to understand the drug discovery process, which includes a dialogue between crystallographers, medicinal chemists, biochemists, and biologists. 3 sh.

Prerequisites: CHEM 370 or instructor's permission.

CHEM582: Biochemical Pharmacology (3 hours lecture)

How drugs interact with, and influence biochemical pathways relevant to disease in the whole organism. Topics covered in this course deal with a review of fundamental concepts in biochemisty relevant to drug discovery, the process of drug discovery and specific examples of drug interactions with biochemical pathways and how they impact human disease. 3 sh.

Prerequisites: CHEM 370 and CHEM 371.

CHEM590: Selected Topics-Advanced Chemistry (3 hours lecture)

An in-depth study of selected areas in either analytical, inorganic, organic or physical chemistry, with special emphasis upon recent developments in the field. May be repeated three times for a maximum of 12 credits as long as the topic is different each time. 3 sh.

Prerequisites: CHEM 341 (Physical Chemistry II) or instructor's permission.

CHEM595: Graduate Research

Directed individual laboratory investigation under guidance of faculty advisor. May be elected once or twice, maximum credit allowed is 3 semester hours. 1 - 3 sh.

Prerequisites: Completion of 12 semester hours in this graduate program; instructor's permission.

CHEM599: Graduate Literature Search in Chemistry

An individual, non-experimental investigation utilizing the scientific literature. 2 sh.

Prerequisites: Completion of 12 semester hours in this graduate program.

CMST101: Fundamentals of Speech: Communication Requirement (3 hours lecture)

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Previous course SPCM 101 effective through Spring 2012. 3 sh.

CURR505: Teaching, Democracy, and Schooling (3 hours lecture)

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR509: Sociocultural Perspectives on Teaching and Learning (3 hours lecture)

This course examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. They also develop their ability to work collaboratively with colleagues. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR526: Teaching for Learning I (3 hours lecture)

This is the first course in a two-semester sequence (CURR 526, CURR 543). 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 developed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to observe in classrooms and to do individual, small group, and whole class teaching. Students investigate democratic classroom practice by focusing on curriculum development; creating a positive, well-structured climate for learning in their classrooms; learning and practicing techniques for effective classroom management; and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR527: Fieldwork (3 hours lecture)

Students 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. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR529: Student Teaching (6 hours lab)

Full time student teaching in the public schools of New Jersey for the duration of a semester is required of all students who complete the regular program of certification requirements. 6 hour lab 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). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR543: Teaching for Learning II (3 hours lecture)

This is the second course in a two-semester sequence (CURR 526, CURR 543). This course focuses on putting into practice all the knowledge and skills students have developed throughout their professional sequence in their full-time, supervised student teaching experience. A primary focus is on planning and implementing curriculum. In addition to curriculum planning and using appropriate instructional and assessment strategies, students learn about the impact of the school and classroom culture and climate on student learning and on relationships between and among students, teachers, and other professionals in school. 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 CURR 526; and CURR 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

ELRS580: Learning Theories (3 hours lecture)

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

FCST515: Child Development II: Adolescence (3 hours lecture)

This course uses a developmental and ecological approach to study adolescents (11-18 years). Physical, cognitive, and social development throughout this age period are studied in terms of change within and differences between individuals. Family, peer, neighborhood, sociocultural, and political influences on adolescents are examined. The roles of race/ethnicity, gender, sexual orientation, and socioeconimic status in adolescent development are like wise examined. Out-of-class observations and/or interview projects as well as an APA style research literature review or proposal paper are required. Starting Summer 2012: Students utilize developmental and ecological approaches to study physical, cognitive, and social development of adolescents (11-18 years) in terms of change within and differences between individuals. Students also examine how family, peer, neighborhood, sociocultural factors, and politics can have an influence on adolescents. The roles of race/ethnicity, gender, sexual orientation, and socioeconomic status in adolescent development are likewise examined. Students also engage in out-of-class observations and/or interview projects as well as develop an APA style research literature review or proposal paper. 3 sh.

PHYS501: Teaching of Physics in Secondary Schools (3 hours lecture)

Study of the objectives, methods, and techniques of presentation, courses of study, instructional aids and subject matter of secondary school physics. Recent trends in equipment, technology and strategies. Extensive use of current literature and research in physics education. 3 sh.

Prerequisites: 16 semester hours in physics or approval of instructor.

PHYS519: Special Topics in Physics (3 hours lecture)

Designed to acquaint the student with recent developments in physics and applications of physics. Examples of topic areas are astrophysics, laser applications, applications of quantum theory, solid state applications, radiation safety, nuclear waste disposal, and medical physics. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: At least 12 semester hours in physics and permission of Physics certification program coordinator.

PSYC560: Advanced Educational Psychology (3 hours lecture)

A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School (3 hours lecture)

Techniques of Reading Improvement in the Secondary School introduces pre-service and in-service teachers to an array of cross-content literacy strategies for the improvement of nonclinical reading difficulties. Students learn how to ground literacy strategies in purposeful and meaningful curricular and pedagogical projects. 3 sh.

SPED568: Instructional Planning for Students with Disabilities in Inclusive Settings II (3 hours lecture)

This course will enhance the ability of future educators to provide effective planning and instruction for students with disabilities in 6-12 inclusive classrooms. Educators will learn how to apply developmentally appropriate practice and curriculum design to improve the learning of students who exhibit competencies across a wide range. The emphasis will be on practical techniques and strategies that can be utilized in an inclusive setting. 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED579: Special Education for Students with Disabilities (3 hours lecture)

An overview of instruction for students with special needs; characteristics of special populations, federal and state legislation, educational implications of disabling conditions, principles for instruction and planning for inclusion are presented; community resources and special issues related to the education of students with disabilities are discussed. 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. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

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 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED586: Transition Services for Students with Disabilities (3 hours lecture)

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 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED588: Promoting Prosocial Behaviors in Inclusive Settings

This course is designed to provide future teachers with theory and practice related to the development of appropriate prosocial behaviors within inclusive classroom settings for students with disabilities. This course will focus on behavior and the developmental and environmental factors that influence its expression. Emphasis will be placed on functional analysis of behavior, how to promote appropriate behavior, and how to develop a classroom setting that fosters prosocial behaviors. Principles of social/emotional learning, social skills development as well as data collection, schedules of reinforcement monitoring progress, social problem solving, and promotion of positive behavior plans will be explored. 2 - 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED591: Teaching Organization and Study Skills for the Inclusive Classroom. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI) or Master of Education (MED) (3 hours lecture)

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. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).