BIOL240: Mammalian Anatomy and Physiology I

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

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.

CHEM107: College Chemistry I

Introductory chemistry course for non-science majors. Fundamentals of inorganic chemistry. 2 sh.

CHEM108: College Chemistry II

Introductory chemistry course for non-science majors. Fundamentals of organic and biochemistry. 2 sh.

Prerequisites: CHEM 107.

CURR505: Teaching, Democracy, and Schooling

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, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

CURR509: Sociocultural Perspectives on Teaching and Learning

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. 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.

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

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. 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.

CURR517: Inclusive Classrooms in Middle and Secondary Schools

This course presents the central issues in the inclusion of students with disabilities in U.S. 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.

CURR518: Technology Integration in the Classroom

This course is designed to introduce pre-service teachers to the integration of educational technology to facilitate teaching and learning. Students explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and emerging technologies. May be repeated once for a maximum of 2.0 credits. 1 sh.

CURR519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about 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.

CURR526: Teaching for Learning I

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

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

CURR527: Fieldwork

Students will spend 120 hours, or approximately two days per week, in a selected public school. Activities include, but are not imited 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. Starting Spring 2010: Students will spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. 3 sh.

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

CURR529: Student Teaching

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

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

CURR543: Teaching for Learning II

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

EDFD505: Teaching, Democracy, and Schooling

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, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with CURR 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

EDFD509: Sociocultural Perspectives of Teaching

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and admission to Teacher Education program.

EDFD516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. 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.

EDFD519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates explore theory and the practice of learning and assessment with and empahsis on classroom evaluation and assessment procedures consistent with the New Jersey Core Curriculum Content Standards (NJCCCS). Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

ELRS580: Learning Theories

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

HLTH207: Safety, Accidents and Emergency Care

Provides for study of major safety areas including transportation, public safety, industrial and home safety. Emergency health care, first aid treatment, and preventive measures are considered in the context of individual, agency and institutional responsibilities. 3 sh.

HLTH210: Consumer Health

Interpretation of individual economic activity as it relates to health service and health products. Includes analysis of factors influencing consumer health attitudes and behavior. Meets the 1983 General Education Requirement (GER) - Contemporary Issues. 3 sh.

HLTH213: Perspectives on Drugs

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. Meets the 1983 General Education Requirement (GER) - Contemporary Issues. 3 sh.

HLTH220: Mental Health

Provides for the study of human emotional adjustment throughout the life cycle from biomedical and psychosocial perspectives. The factors that foster the development of emotional and mental well-being and the forces that contribute to the breakdown of human adjustment capabilities are identified and analyzed in light of research and clinical literature. Special attention is given to the strategies for the prevention of mental disorders and promotion of mental health. Meets the 1983 General Education Requirement (GER) - Electives, Personal/Professional Issues. 3 sh.

HLTH240: Foundations of Environmental Health

Prepares student to make informed decisions concerning the avoidance or elimination of disease-causing environmental exposures by providing an understanding of the scientific principles by which these exposures are identified, measured, and judged as to their acceptability. Meets the 1983 General Education Requirement (GER) - Natural/Physical Science, Non-Laboratory Science only. 3 sh.

HLTH290: Human Sexuality

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. Meets the 1983 General Educational Requirement (GER) - Electives, Personal/Professional Issues. 3 sh.

HLTH307: The Study of Human Diseases

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. 3 sh.

Prerequisites: HLTH 105 and junior standing.

HLTH330: Foundations of Health Education

Provides a comprehensive study of the scientific, social, behavioral, educational, and legal foundations of health education. Traces the evolution and interprets the impact of related professions on school, community, and allied health education. Meets the University Writing Requirement for HLCH, HLED and HLPH majors. 3 sh.

Prerequisites: Health Education major or departmental approval.

HLTH401: The Teaching of Health

Traces historical development of health instruction, examines characteristics of health learners, and compares different types of health education programs. Provides for use of the computer in health education. Requires demonstration of health education planning, teaching and evaluation skills. 3 sh.

Prerequisites: Admission to Teacher Education Program or departmental approval.

HLTH404: Foundations of Measurement and Evaluation in Health Education

Provides for the study of the concept and the process of measurement and evaluation in health education. Specific topics related to test selection, test construction, test administration, and analysis of test results are discussed within a broad theoretical framework and reinforced with practical experiences. 3 sh.

Prerequisites: Admission to Teacher Education Program or departmental approval.

HLTH411: School Health and Community Services

Provides for an in-depth understanding of the school health program and community services. Includes study of school and health services, healthful school environment, and health education and community health services. 3 sh.

Prerequisites: Health Education major or departmental approval.

HLTH440: Health Aspects of Aging

This course focuses upon changes in aspects of health during the middle and later years of life. Includes anatomy and physiology, nutritional requirements, sensoria and those phenomena associated with aging and sexuality. Common causes of morbidity and mortality explored as they relate to the aged. Attention given to the psychosocial and economic needs of the elderly as well as to those aspects of gerontology which deal with legislation and community organization. 3 sh.

Prerequisites: Health Education major or departmental approval.

HLTH445: Perspectives on Death

Exploration of the personal and social meanings of death. Formulation of realistic plans for living, through education about death. 3 sh.

Prerequisites: Health Education major or departmental approval.

NUFD182: Nutrition

This course is designed to give students a general knowledge of the components of the food we eat, the nutrients necessary for a healthy life, the functions of nutrients and the interrelationships and metabolism of nutrients. The factors which influence the recommended dietary intake of nutrients, and theories and guidelines for screening nutrition risk and disease and prevention are presented. Meets Gen Ed 2002 - Interdisciplinary Core, Scientific Issues. Meets the 1983 General Education Requirement (GER) - Natural/Physical Science, Non-Laboratory Science only. 3 sh.

PSYC560: Advanced Educational Psychology

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

Studies the improvement of nonclinical reading difficulties in the content subjects. For the subject area teacher and the beginning reading specialist. Secondary school reading needs and specific suggestions for guiding the slow, average, and gifted student in a classroom situation. 3 sh.

SPCM101: Fundamentals of Speech: Communication Requirement

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. Meets the 1983 General Education Requirement (GER) - Communication, Speaking/Listening. 3 sh.