BIOL240: Mammalian Anatomy and Physiology I (2 hours lecture, 2 hours lab)

Human anatomy and physiology for health education and physical education majors. Not for biology majors. Biology majors may only take this course as a free elective. 3 sh.

BIOL241: Mammalian Anatomy and Physiology II (2 hours lecture, 2 hours lab)

Human anatomy and physiology for health education and physical education majors. Not for biology majors. Biology majors may only take this course as a free elective. 3 sh.

Prerequisites: BIOL 240.

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).

CURR514: Inservice Supervised Graduate Student Teaching

Open only to post-baccalaureate and graduate students; this course replaces supervised student teaching for those already employed in teaching situations without standard certification. Joint supervision by the school district and University personnel. Student must obtain permission of department chairperson and the school district. Certain qualifications required. 4 - 8 sh.

Prerequisites: Departmental approval.

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).

CURR517: Inclusive Classrooms in Middle and Secondary Schools (1 hour lecture)

This course presents the central issues in the inclusion of students with disabilities in United States middle and secondary schools. It focuses on best practices for providing access to the general education curriculum for students with disabilities in inclusive settings. In addition, students explore the legal, professional, and contextual influences on the implementation of inclusion. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and 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).

CURR518: Technology Integration in the Classroom (1 hour lecture)

This one-credit course introduces pre-service teachers to the dimensions of educational technology for teaching and learning. Students also explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and emerging technologies. It enables the students to drawn upon field-based experiences in READ 501 to plan instructional technology environments that are student-centered, collaborative, and inquiry-based; that emphasize critical thinking; and that support specific curricular goals - as stated in institutional, state and national standards for technology in education. May be repeated once for a maximum of 2.0 credits. 1 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).

CURR519: Assessment for Authentic Learning (3 hours lecture)

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Students consider assessment practices from the point of view of learners and how they experience learning opportunities. Teacher candidates also analyze assessment policies and practices, both local and national, in order to maximize both student and teacher performance. They draw on aspects of assessment policy and practice to evaluate their own understandings of assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. 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).

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).

EDFD505: 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 CURR 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).

EDFD509: Sociocultural Perspectives of Teaching (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 CURR 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).

EDFD516: 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 CURR 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and 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).

EDFD519: Assessment for Authentic Learning (3 hours 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 CURR 516. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and 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).

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.

HPEM355: Measurement and Evaluation in Health and Physical Education (3 hours lecture)

Tests and measurements specifically concerned with the areas of health and physical education. Tests and measurements as tools for better teaching as well as for research. 3 sh.

Prerequisites: MATH 103 or MATH 104 or MATH 106 or MATH 109.

PEMJ131: Fitness Activities

A comprehensive course to provide the student with knowledge needed for developmental programming of personalized fitness activities utilizing all modes of fitness training. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ135: Sports Module I: Football, Basketball, Team Handball

This course provides an overview of the theory, instruction and performance in the fundamentals of football, basketball and team handball. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ136: Sports Module II: Soccer, Speedball, Volleyball

This course provides an overview of the theory, instruction and performance in the fundamentals of soccer, speedball and volleyball. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ137: Sports Module III: Softball, Lacrosse, and Hockey

This course provides an overview of the theory, instruction and performance in the fundamentals of softball, lacrosse, and hockey. 2 sh.

Prerequisites: PEAF major or PEDU major or PHED major or TEPE major or TEHP major or departmental approval.

PEMJ138: Sports Module IV: Tennis, Badminton, and Fencing

This course provides an overview of the theory, instruction and performance in the fundamentals of tennis, badminton, and fencing. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ139: Sports Module V: Archery, Golf, and Track & Field

This course provides an overview of the theory, instruction and performance in the fundamentals of archery, golf, and track & field. 2 sh.

Prerequisites: PEAF major or PEDU major or PHED major or TEPE major or TEHP major or departmental approval.

PEMJ145: Dance in the Schools

This course provides an overview of the theory, instruction and performance in the fundamentals of folk, square, and social dance forms. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ235: Movement Experiences in the Elementary School

A comprehensive activity course designed to present theory and practical application of movement experiences and non- sport activities in physical education in the elementary school. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ248: Teaching Gymnastics in the Schools. Starting Summer 2012: Teaching Educational Gymnastics (1.0 to 2.0 credit lab)

Knowledge and understanding of the techniques of gymnastics in physical education programs within the school setting. Starting Summer 2012: This course provides knowledge and understanding of the techniques of educational gymnastics in a physical education program in a school setting. 1 - 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval. Starting Summer 2012: Physical Education (PEDU/PHED) major.

PEMJ320: Physiology of Exercise (3 hours lecture)

The physiological effects of physical activity upon the human organism. The reaction of exercises of speed, strenght, and endurance upon the muscular and circulo-respiratory systems. 3 sh.

Prerequisites: BIOL 240 and BIOL 241. For ATTR majors only, BIOL 244 and BIOL 245.

PEMJ321: Kinesiology (3 hours lecture)

An overview of the integrated functioning of the skeletal, muscular, and nervous systmes and the biomechanical principles governing efficient movement, in order to effectively analyze the performance of motor skills. 3 sh.

Prerequisites: BIOL 240 and BIOL 241. For Athletic Training (ATTR) majors only, BIOL 244 and BIOL 245.

PEMJ324: Basic Motor Learning (3 hours lecture)

This course provides students with knowledge of the theoretical basis of human learning and performance in motor activity. 3 sh.

Prerequisites: BIOL 240 and BIOL 241. For Athletic Training (ATTR) majors only, BIOL 244 and BIOL 245.

PEMJ351: Adapted Physical Education (3 hours lecture)

This is a lecture and practicum course covering the introductory techniques for conducting a physical education program to meet the needs of the developmentally disabled. Each student is required to spend a minimum of 15 hours of laboratory experience in schools, agencies, and/or institutions. 3 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or Athletic Training (ATTR) majors or departmental approval.

PEMJ457: Teaching of Physical Education (2 hours lecture, 1 hour lab)

The Teaching of Physical Education is a comprehensive teacher preparation course that includes theory, pedagogy and laboratory course work in the teaching of physical education in elementary and secondary schools. Topics include physical education curriculum content, effective teaching strateties, styles of teaching, assessment of student learning, preparation of unit and lesson plans, classroom management techniques, and describing and analyzing student and teacher behaviors. In addition, there are several peer teaching opportunities and public school visitations that allow students experiences in planning and teaching with each other and K-12 students. 3 sh.

Prerequisites: PEMJ 235, acceptance to Teacher Education Program, and completion of two activity modules.

PEMJ558: The Teaching of Physical Education (3 hours lecture)

The Teaching of Physical Education is a comprehensive methods course for graduate students who are applying for teacher certification in physical education. This capstone course is usually the last course that is taken as part of their physical education work program. It presents the theory and teaching of physical education in both elementary and secondary schools as these students enter into their field experiences. Topics include curriculum development, effective teaching strategies, styles of teaching preparation of a yearly curriculum calendar, unit and lesson plans, classroom management and discipline, and describing and analyzing student and teacher behaviors and teacher reflection. In addition, students will develop an action research project to further investigate an area of the teaching of Physical education in which they wish to improve. 3 sh.

Prerequisites: An undergraduate course in movement education for elementary schools; Acceptance to the Graduate School.

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.