BIOL110: The Biology of Human Life (3 hours lecture, 2 hours lab)

The course is intended to serve the non-biology major and present a basic introduction to human anatomy and physiology. It will provide students with a laboratory experience so that they may learn the scientific method and its application in the field of human biology. This course will provide these students with a body of knowledge specific to human anatomy and physiology so that they may be well informed when dealing with important personal, family and societal issues relative to health and life-style decisions. Meets Gen Ed 2002 - Natural/Physical Science Laboratory. 4 sh.

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.

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 SASE 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 SASE 509. 3 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 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 SASE 516. 1 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 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).

EDFD582: Learning Theories (3 hours lecture)

Study of the learning process and its measurement as it applies in the classroom and non-school settings. Previous course ELRS 580 effective through Spring 2013. 3 sh.

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

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.

GRADCMP: Comprehensive Examination

This course is a placeholder for matriculated master's students planning to take the departmental Comprehensive Examination. Successful completion of the Comprehensive Examination will result in a grade of P, unsuccessful students will receive a grade of NC. Students who do not successfully complete the Comprehensive Examination will be required to register for this placeholder course in each term for which they plan to take the examination (limited to three). 0 sh.

Prerequisites: Matriculation in Master's degree program required.

HLTH101: Personal Health Issues (3 hours lecture)

Personal Health Issues examines health through six interrelated dimensions: physical, emotional, intellectual, spiritual, interpersonal and social, and environmental. This course examines how health choices impact society and the health of a community. Additionally, health policies and societal health issues are examined for their impact on the individual. This course emphasizes contemporary health issues using the national initiative Health People 2010 as a framework. Assessing health status, increasing health competencies to enhance decision-making skills, eliciting health-promoting behaviors, and interpreting existing and proposed social actions that ultimately affect individual, family, community and environmental health are central focuses of this course. 3 sh.

HLTH213: Perspectives on Drugs (3 hours lecture)

Provides for the study of licit as well as illicit drug use in contemporary society from the perspective of selected biomedical and psychosocial disciplines. Examines the effects of drugs on the individual and society in the context of changing social conditions and technological developments. Analyzes complex nature of the drug problem and rehabilitative and preventive measures and tentative solutions to this important aspect of human existence. 3 sh.

HLTH222: Mental Health in the Schools (3 hours lecture)

This course focuses on mental health content and teaching methodology for education K-12 in schools based on the NJ Core Curriculum Content Standards. 3 sh.

HLTH290: Human Sexuality (3 hours lecture)

Students will explore many interacting cultural, personal and health factors relating to human sexual development, attitudes, and behaviors. Historical, anthropological, biological/physiological, socio-cultural and psychological factors will be introduced to encourage a broad perspective. Discussion of differing philosophical, ethical and moral positions will also aid students in making a critical assessment of intimate human relationships and acquaint them with criteria and processes for understanding themselves as sexual beings. Meets Gen Ed 2002 - Social Science, Social Science. 3 sh.

HLTH307: The Study of Human Diseases (3 hours lecture)

Provides a comprehensive study of diseases, their etiology, pathophysiology, diagnosis, prognosis, and treatment. Includes a review of causation theories and incidence patterns and focuses on major degenerative, neoplastic, metabolic, immunologic, and infectious diseases. Attention is given to prevention and control measures with an emphasis on the role of selected health/medical resources in disease management. Offered as HLTH 307 through Fall 2015. To become HLTH 208 effective Winter 2016. 3 sh.

Prerequisites: HLTH 105 or HPEM 150 or ATTR 201 and at least one 200-level course in HLTH, HPEM, or ATTR.

HLTH520: Foundations and Methods in Health Education (3 hours lecture)

Study of the scientific historical foundations and the instructional methodologies in health education and health promotion with opportunity for practical application of various methodologies for the achievement of specific objectives. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

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. Starting Winter 2016: MATH 103 or MATH 104 or MATH 106 or MATH 109 and PEMJ 200 or EXSC 231 or departmental approval.

PEMJ131: Fitness Activities (1 hour lecture, 3 hours lab)

A comprehensive course to provide the student with knowledge needed for developmental programming of personalized fitness activities utilizing all modes of fitness training. 3 sh.

Prerequisites: Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEHP/TPED/TPHH), Physical Education (PHED), Physical Education w/CONC: Phys Actvty in Ed Setng (PHAE), Physical Education w/CONC: Coaching (PHCO), Physical Education w/conc: AdultFitnessProgram (PEAF), Exercise Science (ESCI) majors only or permission from the department. Starting Winter 2016: Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEPH/TPED/TPHH), Physical Science (PHED), Physical Education w/ conc: Phys Actvty in Ed Setting (PHAE), Physical Education w/ conc: Coaching (PHCO), Physical Education (PEBM), Exercise Science (ESCI) majors only or departmental approval.

PEMJ145: Dance in the Schools (3.0 credits other)

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. Starting Winter 2016: Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEPH/TPED/TPHH), Physical Science (PHED), Physical Education w/ conc: Phys Actvty in Ed Setting (PHAE), Physical Education w/ conc: Coaching (PHCO), Physical Education (PEBM) majors only or departmental approval.

PEMJ152: Introduction to Fielding and Target Games (1.25 hours lecture, 2.25 hours lab)

This course provides an overview of the history, theory, pedagogical strategies, performance and assessment of fielding and target games such as baseball and archery. Student have opportunities to perform in fielding and target games and to develop basic knowledge of skills, pedagogical strategies, officiating techniques, tournament knowledge, and skill assessment in those types of games. Students will be prepared to develop, implement and assess units of activities in these types of games. As part of the course they develop a comprehensive sport portfolio. Open only to physical education majors. 3 sh.

Prerequisites: Open only to Physical Education Majors. Starting Winter 2016: Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEPH/TPED/TPHH), Physical Science (PHED), Physical Education w/ conc: Phys Actvty in Ed Setting (PHAE), Physical Education w/ conc: Coaching (PHCO), Physical Education (PEBM) majors only or departmental approval.

PEMJ153: Introduction to Invasion and Net Games (1.25 hours lecture, 2.25 hours lab)

This course provides an overview of the history, theory, pedagogical strategies, performance, and assessment of invasion and net games such as basketball and tennis. Students have opportunities to perform in invasion and net games and to develop basic knowledge of skills, pedagogical strategies, officiating techniques, tournament knowledge, and skill assessment in those types of games. Students will be prepared to develop, implement and assess units of activities in these types of games. As part of the course they will develop a comprehensive sport portfolio. Open only to physical education majors. 3 sh.

Prerequisites: Open only to Physical Education Majors. Starting Winter 2016: Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEPH/TPED/TPHH), Physical Science (PHED), Physical Education w/ conc: Phys Actvty in Ed Setting (PHAE), Physical Education w/ conc: Coaching (PHCO), Physical Education (PEBM) majors only or departmental approval.

PEMJ200: Human Motor Development (1 hour lecture)

This class provides students with an overview of changes to human motor skill that occur over the lifespan, with a focus on the development of fundamental motor patterns and skills that are relevant to school-aged children. Students also study concurrent changes that interact with motor development, such as cognitive, social, and physical changes. 1 sh.

Prerequisites: HPEM 199. Starting Winter 2016: BIOL 110 and Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEPH/TPED/TPHH), Physical Science (PHED), Physical Education w/ conc: Phys Actvty in Ed Setting (PHAE), Physical Education w/ conc: Coaching (PHCO), Physical Education (PEBM) majors only or departmental approval.

PEMJ320: Physiology of Exercise (3.0 hours lecture, 1.5 hours lab)

The physiological effects of physical activity upon the human organism. The reaction of exercises of speed, strength, and endurance upon the muscular and circulo-respiratory systems. 4 sh.

Prerequisites: BIOL 244 and BIOL 245, for Athletic Training (ATTR) and Exercise Science (ESCI) majors only. BIOL 110 and PEMJ 200 for Physical Education (PHED and PHAE) majors only. Starting Winter 2016: BIOL 244 and BIOL 245 for Athletic Training (ATTR) and Exercise Science (ESCI) majors only. BIOL 110 and PEMJ 200 for Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEPH/TPED/TPHH), Physical Science (PHED), Physical Education w/ conc: Phys Actvty in Ed Setting (PHAE), Physical Education w/ conc: Coaching (PHCO), Physical Education (PEBM) majors only or departmental approval.

PEMJ321: Kinesiology (3 hours lecture)

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

Prerequisites: BIOL 244 and BIOL 245, for Athletic Training (ATTR) and Exercise Science (ESCI) majors only. BIOL 110 and PEMJ 200 for Physical Education (PHED and PHAE) majors only. Starting Winter 2016: BIOL 244 and BIOL 245 for Athletic Training (ATTR) and Exercise Science (ESCI) majors only. BIOL 110 and PEMJ 200 for Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEPH/TPED/TPHH), Physical Science (PHED), Physical Education w/ conc: Phys Actvty in Ed Setting (PHAE), Physical Education w/ conc: Coaching (PHCO), Physical Education (PEBM) majors only or departmental approval.

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 244 and BIOL 245, for Athletic Training (ATTR) and Excercise Science (ESCI) majors only. BIOL 110 and PEMJ 200 for Physical Education (PHED and PHAE) majors only. Starting Winter 2016: BIOL 244 and BIOL 245 for Athletic Training (ATTR) and Exercise Science (ESCI) majors only. BIOL 110 and PEMJ 200 for Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEPH/TPED/TPHH), Physical Science (PHED), Physical Education w/ conc: Phys Actvty in Ed Setting (PHAE), Physical Education w/ conc: Coaching (PHCO), Physical Education (PEBM) majors only or departmental approval.

PEMJ335: Teaching of Elementary Physical Education (Starting Fall 2015: 2 hours lecture, 1.5 hours lab)

An introduction to movement education, elementary physical education teaching methods and activities, and various techniques appropriate for teaching physical education at the elementary level. Topics include basic movement skills, manipulative and non-manipulative skills, lead-up games to team and individual and dual sport skills, and tumbling activities. 3 sh.

Prerequisites: PEMJ 200. Starting Winter 2016: PEMJ 200; and Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEPH/TPED/TPHH), Physical Science (PHED), Physical Education w/ conc: Phys Actvty in Ed Setting (PHAE), Physical Education w/ conc: Coaching (PHCO), Physical Education (PEBM) majors only or departmental approval.

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. Starting Winter 2016: PEMJ 200; and Physical Education (PEDU), Health and Physical Education (HLPE), Teaching (TEPE/TEPH/TPED/TPHH), Physical Science (PHED), Physical Education w/ conc: Phys Actvty in Ed Setting (PHAE), Physical Education w/ conc: Coaching (PHCO), Physical Education (PEBM) majors only or departmental approval.

PEMJ502: Methods of Inquiry and Analysis (3 hours lecture)

An introduction to the theory and design of historical, descriptive and experimental methods of research in physical education, sport and exercise science. Descriptive and inferential statistics will be applied to various methods of inquiry, including qualitative and quantitative approaches to research. 3 sh.

PEMJ505: Research Design (3 hours seminar)

Provides for the examination of current research topics in physical education, sport, and exercise sciences. Each student will conduct an in-depth review and analysis of literature related to a specific research topic, and develop a formal research proposal. 3 sh.

Prerequisites: PEMJ 502.

PEMJ508: Management and Supervision in Sport and Fitness (3 hours lecture)

In this course, students engage in an in-depth analysis of a variety of approaches used in the management and supervision of athletic and fitness programs in both public and private sectors. They examine administrative/manager functions for facility manangement, budgeting, personnel evaluation, technology-based scheduling, and fundraising. 3 sh.

PEMJ510: Legal Aspects of Sport, Fitness and Physical Education (3 hours lecture)

In this course students examine current legal aspects impacting athletic administration, fitness, and physical education. Students study and apply concepts related to liability, risk management, gender equity, performance enhancing drugs, compliance to governing organizations, and code of conduct in sport, fitness and educational settings. 3 sh.

PEMJ512: Facility Management in Sport, Fitness and Physical Education (3 hours lecture)

In this course students examine management functions in the operation of a variety of sport, fitness and physical education facilities. They demonstrate the ability to apply appropriate methods for planning, designing, managing, and financing at educational institutions and private and public sport organizations. Furthermore, students explore concepts related to human resources, financial and risk management, programming and special event planning. 3 sh.

PEMJ514: Sport Marketing and Public Relations (3 hours lecture)

A course in the application of marketing principles and public relations strategies within the context of a sport setting. Analysis of consumer trends will be employed to enhance development, sales, and promotions of sports products. In addition, approaches to establishing and maintaining a positive public image will be examined, including communication through the media, partnerships with the local community and website construction. 3 sh.

PEMJ521: Technology Integration in Exercise Science and Physical Education (3 hours lecture)

This course provides the fundamentals of current technologies in the three following areas: (a) integrating technology in the classroom to introduce teachers to those aspects of educational technology that are designed to facilitate teaching and learning; (b) integrating technology in the fitness lab to introduce teachers and fitness specialists to computer-based health-management systems that allow for exercise evaluation, nutrition evaluation and health-risk assessments; and (c) using technology to manage the professional office including document processing, spreadsheet applications, database management, graphic construction, and communications. 3 sh.

PEMJ530: Exercise for Special Populations (3 hours lecture)

In this course, students learn and apply principles of personalized fitness to individuals in special populations. Students examine responses to exercise and special considerations for individuals of varying age (children, older adults) and clinical conditions other than heart disease (arthritis, diabetes, dyslipidemia, hypertension, metabolic syndrome, obesity, osteoporosis, pregnancy, pulmonary disease). Furthermore, students demonstrate the ability to assess exercise capacity using modified protocols and develop safe and effective exercise programs for individuals with special needs. 3 sh.

Prerequisites: BIOL 240, BIOL 241, PEMJ 320 and departmental approval.

PEMJ531: Advanced Adapted Physical Education

Students examine and discuss how psychosocial implications of disabilities relate to the classroom, what appropriate program planning should be implemented to help all students be successful, and how to asses students with disabilities in all domains. Students also explore current issues related to adapted physical education, inclusive physical education, and disability sport. Furthermore, students participate in a practicum component where they work with people with disabilities in a school or agency setting. 3 sh.

Prerequisites: PEMJ 351 or departmental approval.

PEMJ539: Advanced Exercise Physiology (3 hours lecture)

An advanced course in exercise physiology. Topics include muscular contraction; bioenergetics; energy expenditure; acid-base balance; gas exchange; and the cardiovascular, pulmonary, endocrine, and nervous system responses to acute exercise. 3 sh.

Prerequisites: An undergraduate course in Exercise Physiology.

PEMJ540: Applied Sport Physiology (3 hours lecture)

Students learn and apply knowledge and skills necessary to design a comprehensive training program for athletes and active individuals, while taking into account variations in environment and dietary intake. Additionally, students study the physiological aspects of fatigue, practice techniques for assessment of human performance and body composition, and analyze the effects of ergogenic aids on athletic performance and health. 3 sh.

Prerequisites: PEMJ 320 or departmental approval.

PEMJ541: Aerobic Testing and Programming (3 hours lecture)

In this course students learn and apply knowledge and skills necessary to carry out aerobic fitness testing and develop aerobic exercise programs for healthy and special populations. Students also become skilled in implementing comprehensive health appraisal protocols, minimizing legal liability associated with fitness testing and programming, and applying sociological theories to optimize adherence to the exercise program. 3 sh.

Prerequisites: PEMJ 320 or departmental approval.

PEMJ542: Applied Cardiac Rehabilitation (3 hours lecture)

The course is designed to provide the student with current information regarding the application of scientific and programming principles of cardiac rehabilitation in a variety of settings. Students are also given the opportunity to work with actual cardiac rehabilitation patients in an appropriate hospital setting. 3 sh.

Prerequisites: An undergraduate course in exercise physiology.

PEMJ543: Theoretical Foundations for Strength and Conditioning (3 hours lecture)

In this course, students critically examine the theoretical foundations for strength and conditioning training. Students develop proficiency in the assessment of anaerobic fitness, apply key factors and principles in the development of anaerobic programming, and discuss physiological adaptations to chronic training. 3 sh.

Prerequisites: PEMJ 320 or departmental approval.

PEMJ544: Administration of Specialized Exercise Programs (3 hours lecture)

This course provides information concerning principles of administration, staffing, facilities, equipment, and finance to prepare the student to administer specialized exercise programs in a variety of settings. 3 sh.

PEMJ546: Principles of Sports Conditioning (3 hours lecture)

A course in scientific principles of sports conditioning. Training principles and exercise programming will be applied for developing strength, speed, power, agility, endurance, and flexibility. Additional topics include sports nutrition, ergogenic aids, body composition, environmental considerations, fitness testing, overtraining, and sports conditioning management. 3 sh.

PEMJ547: Advanced Coaching Techniques (3 hours lecture)

This course is designed to present practitioners with several advanced methods for improving sports and motor performance. Topics include principles of coaching, talent development, the organization of practice, effective instruction for skill acquisition, biomechanical principles of performance, and match analysis. The course provides students with the opportunity to use advanced technological methods as well as practical, hands-on aproaches that they can use in their professions. 3 sh.

PEMJ548: Practicum in Individualized Exercise Programs

This course provides the student the opportunity for practical experience in the application of individualized exercise prescriptions for asymptomatic and/or symptomatic individuals in a variety of nonschool settings. 3 - 6 sh.

Prerequisites: Completion of required courses within area of specialization in exercise sciences (12 s.h.) or permission of instructor.

PEMJ552: Seminar in Current Challenges in Athletics (3 hours seminar)

In this course students learn and apply knowledge and skills to successfully navigate current challenges in athletics as a coach or athletic administrator. Students explore a variety of topics including, but not limited to, the role of athletics in education and the larger community, administration of facility scheduling and personnel matters, effective management of issues concerning diversity, student athlete behavior, performance enhancing drugs, and sports medicine. 3 sh.

PEMJ554: Orientation to Sports Medicine (3 hours lecture)

Students investigate issues related to prevention and basic care of selected injuries and sudden illness in athletes. They also receive training in emergency cardiovascular care including cardiopulmonary resuscitation, first aid, and use of an automated external defibrillation device and will be eligible for certification. By the end of the course students demonstrate ability to apply strategies for minimizing injury risk of athletes in a sport setting. 3 sh.

PEMJ557: Motor Behavior in Youth (3 hours lecture)

In this course, students learn about the developmental changes in human motor skill that occur from early childhood to adulthood. Students focus attention on the motor development of school-aged children, and the way in which teaching and coaching methods must be tailored to each developmental period. 3 sh.

PEMJ558: Teaching of Secondary Physical Education (Starting Fall 2015: 2 hours lecture, 1.5 hours lab)

Teaching Secondary Physical Education is a comprehensive methods course that prepares teacher candidates to teach physical education in secondary schools. Students engage in both on-campus learning activities and field-based practicum experiences. The course focuses on (a) curriculum development and implementation, (b) teacher effectiveness, and (c) behavior management. Topics addressed include curriculum content, effective teaching strategies, creating unit and lesson plans, styles of teaching, classroom management techniques, describing and analyzing student and teacher behaviors, and cooperative learning activities. Students create unit, block, and lesson plans and an assessment portfolio for physical education in middle and high school. 3 sh.

Prerequisites: PEMJ 335 and acceptance to the Graduate School.

PEMJ559: Applied Sport Psychology (3 hours lecture)

This course provides an in-depth analysis of the theories and techniques of sport psychology. Student will learn how to apply these skills to the teaching and coaching situations in order to optimize the performance of students and athletes. 3 sh.

PEMJ560: Curriculum in Physical Education (3 hours lecture)

This course provides an analysis of current curricular models for physical education programs grades K-12. Strategies for curriculum change are also examined, and students have opportunities to apply theories of curriculum development to actual school settings. 3 sh.

PEMJ561: Advanced Biomechanics: Understanding Performance and Injuries (2 hours lecture and 1 hour lab)

In this course students explore the role of advanced biomechanical concepts in the evaluation and optimization of movement efficiency, athletic performance, and risk for injury. Students examine the science of human motion, mechanics of body tissues, methods of biomechanical data collection, and analysis and application of biomechanical data. Furthermore, students gain experience in employing advanced technological methods and practical approaaches to evidence based training program design that they can use in their professional lives. 3 sh.

Prerequisites: BIOL 240, BIOL 241, PEMJ 321 or readings assigned by instructor.

PEMJ562: Concepts in Physical Activity (3 hours lecture)

Students examine strategies to promote adoption of a physically active lifestyle in education, community, and health fitness settings. Specifically, students explore factors predictive of an active lifestyle, assessment of engagement in physical activity, application of age appropriate programming designed to maximize daily activity, and development of effective physical activity interventions for youth and adults. 3 sh.

PEMJ565: Reflective Teaching in Physical Education (3 hours lecture)

Students examine reflective practice in teaching physical education, applying strategies and pedagogical skills rooted in theory and effective practice. Furthermore, students explore various teaching behaviors and teacher effectiveness with the aim of maximizing student learning in physical education. 3 sh.

PEMJ575: Sociological Foundations of Sport and Physical Education (3 hours lecture)

In this course students conduct an in-depth analysis of the different societal constructs that play a role in sport and physical education. Students examine how constructs such as race, gender, and social class affect sport and physical education. In addition, students discuss different philosophies regarding sports and physical education, and evaluate their own personal philosophy. 3 sh.

PEMJ577: Supervision in Physical Education (3 hours lecture)

An analysis of theory and research related to supervision in facilitating effective teaching to provide pupils with appropriate learning experiences in Physical Education programs. 3 sh.

PEMJ580: Independent Study in Physical Education

An experience in the pursuit of study of topics which may be outside the scope of regular curricular offerings or may be an extension of a course or courses. May be repeated for a maximum of 3.0 credits. Completion and approval of independent study application form required prior to registration. 1 - 3 sh.

Prerequisites: Departmental approval.

PEMJ592: Selected Topics in Exercise Science and Physical Education (3 hours lecture)

In this course, students engage in an in-depth theoretical and practical study of a current aspect of exercise science, sport or physical education. Topics will be determined prior to the course offering and will be publicized. This course may be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

PEMJ594: Internship in Sport and Exercise Science

A supervised field experience in the application of knowledge and skills related to an area of specialization in sport of exercise science. A formal written report of the completed internship outcomes is to be submitted to the faculty of the Department of Exercise Science and Physical Education. 3 sh.

Prerequisites: Completion of a minimum of 21 credits in the program, including PEMJ 502.

PEMJ598: Applied Project

Guidance in conducting an applied project in physical education, sport or exercise science. Each student is required to develop a tangible product such as position paper, journal article, action research investigation, instructional videotape/CD ROM, review of curriculum, policy manual, etc. A formal written report of the completed project is to be submitted to the faculty of the Department of Exercise Science and Physical Education. 3 sh.

Prerequisites: Completion of a minimum of 21 credits in the program, including PEMJ 502.

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.

SASE505: 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. Previous course CURR 505 effective through Spring 2014. 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).

SASE509: Sociocultural Perspectives on Teaching and Learning (3 hours lecture)

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. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. Previous course CURR 509 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 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).

SASE516: 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. Previous course CURR 516 effective through Spring 2014. 1 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 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).

SASE526: Teaching for Learning I (3 hours lecture)

This is the first course in a two-semester sequence (SASE 526, SASE 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 SASE 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. Previous course CURR 526 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 509 or EDFD 509; SASE 516 or EDFD 516; SASE 517; SASE 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).

SASE527: 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. Previous course CURR 527 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 509 or EDFD 509; and SASE 516 or EDFD 516; and SASE 517; and SASE 518; and EDFD 519 or SASE 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).

SASE529: 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. Previous course CURR 529 effective through Spring 2014. 6 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 509 or EDFD 509; and SASE 516 or EDFD 516; and SASE 517; and SASE 518; and SASE 519 or EDFD 519; and SASE 526; and SASE 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).

SASE543: Teaching for Learning II (3 hours lecture)

This is the second course in a two-semester sequence (SASE 526, SASE 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. Previous course CURR 543 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 509 or EDFD 509; and SASE 516 or EDFD 516; and SASE 517; and SASE 518; and SASE 526; and SASE 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).

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 (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, which 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).