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Undergraduate/TEC Courses
Graduate Courses
UNDERGRADUATE
/ TEC COURSES
ED
100/ED101 (.5 cr/sem)
Freshman Field Experience and Seminar
This course emphasizes the responsibilities of the classroom
teacher. In the Spring semester, each student spends one day per
week observing experienced teachers in public and private schools,
analyzing what they do, and participating in some classroom
activities under the guidance of the teacher. This is followed by a
weekly seminar during which issues related to these experiences are
discussed.
ED
101 DS (.5 cr/sem)
Freshman Field Experience and Seminar
This course helps students make an informed choice about teaching as
a career by asking and proposing answers to the following ten
questions: 1. Why teach? 2. What is a school? 3. What is life in
school like? 4. What are the social issues that affect American
education? 5. How are schools governed, controlled, and financed?
6. What are the ethical and legal issues facing teachers? 7. What
makes a teacher effective? 8. Is teaching a profession? 9. How can
the Felician traditions influence teaching? 10. How can technology
assist teachers? This course is offered in the spring for
students who didn't complete ED 100 or for those new to the program.
ED
102 (2 cr)
Physiology, Hygiene and Nutrition
This course explores the nature of educational intervention and
prevention efforts aimed at drug abuse, child abuse, teen suicide,
and sexually transmitted diseases. In addition, “wellness” factors
such as nutrition and safety education are discussed in terms of the
child’s overall healthy growth and development.
ED
115 (2 cr)
Transition into Teaching
A seminar and field experience course for transfer students.
Emphasis is on professional deportment, typical school
organizations, observational and collaborative skills, education
law, and instructional technology in the classroom.
ED
200/ED201 (.5 cr per semester)
Sophomore Field Experience and Seminar
This course emphasizes special education law, exceptionalities, and
technology. Each student spends one day per week observing
experienced teachers in public and private schools, analyzing what
they do and participating in some classroom activities under the
guidance of the teacher. This is followed by a weekly seminar during
which issues related to these experiences are discussed.
ED
300 (.5 cr)
Junior Field Experience and Seminar
This course emphasizes effective planning strategies, accommodation
of the individual learner through ability grouping and instruction,
and non-teaching and administrative teacher responsibilities. Each
student spends one day per week observing experienced teachers in
public and private schools, analyzing what they do and participating
in some classroom activities under the guidance of the teacher. This
is followed by a weekly seminar during which issues related to these
experiences are discussed. (old curriculum)
ED301 (3 cr)
Instructional Designs I
Students will learn lesson planning, questioning skills, cooperative
learning techniques, and ways of differentiating instruction. They
will see how instruction can be integrated as well as the value of
discovery learning or constructivism. New Jersey Core Curriculum
Standards will be emphasized. They will learn what concepts and
skills comprise social studies curricula, the importance of multi-culturalism
and global learning. Techniques for including art, music and
technology in their teaching will be outlined. Finally, they will be
expected to participate in a field experience every Tuesday and will
teach at least one lesson in that classroom. TEC students who are
excused from field must teach a lesson in the college classroom.
(new curriculum)
ED
303 (4 cr)
School Curriculum: Reading/Language Arts
This course is designed to provide the student with knowledge of the
various theories of approaches to and programs in the language arts
curriculum. From a theoretical framework, the student examines and
engages in decision-making regarding instructional strategies, text
and material selections, effective questioning techniques,
practice/reinforcement activities, and use and interpretation of
formal and informal evaluation methods for effective teaching of
reading, writing, listening, and speaking. A balanced approach to
reading instruction is emphasized.
ED
304 (2 cr)
Junior Practicum and Seminar
This pre-student teaching experience consists of a weekly seminar
and one day per week in an educational setting. Students are
required to participate in classroom activities, design and teach a
mini-unit under the guidance of the cooperating teacher, assess
themselves as a prospective teacher, and participate in seminar
discussions. The environment is emphasized as an integrating context
for planning instruction. (old curriculum)
ED
305 (3 cr)
The Young Child and Emergent Literacy
This course explores the reading process as a natural phenomenon as
well as the concept of emergent literacy. It emphasizes a
developmental view of learning to read. Attention is given to oral
language and home and school literacy environments.
ED
306 (3 cr)
Reading in the Content Area
This course is designed to enable students teaching content areas to
understand the developmental nature of the reading process. Students
develop instructional strategies to facilitate and improve reading
competencies within their content area.
ED
307 (3.5 cr)
Instructional Designs II
Students will learn the basics of unit planning and will
construct a unit following training at the Hackensack Meadowlands
Environmental Center. They will learn current methods and curricula
for science teaching with the continued inclusion of technology and
assessment. Scientific method and discovery learning will be
emphasized. Core curriculum standards will be utilized. Classroom
management skills will be addressed.
All
students will participate in a field experience every Tuesday and
will be expected to teach a minimum of five lessons in that
classroom. This is the Junior Practicum experience. (new
curriculum)
ED
309 (2 cr)
School Curriculum: Science
This course is designed to provide the student with the learning
theories and instructional strategies necessary to plan and
implement science curricula. Practical experiences will include
demonstration of scientific literacy, implementation of science
teaching and assessment strategies, questioning techniques,
individualizing for the mainstreamed student, as well as the
integration of technology in the elementary classroom. (old
curriculum)
ED
400 (2 cr)
Senior Field Experience and Seminar
This course emphasizes themes and guidelines related to student
teaching. Each student spends one day per week observing experienced
teachers in nearby schools, analyzing what they do, and
participating in some classroom activities under the guidance of the
teacher. This is followed by a weekly seminar during which issues
related to these experiences are discussed.
ED
401 (2 cr)
School Curriculum: Social Studies
This course is designed to provide the student with the practical
experiences and competencies for effective teaching of the Social
Studies curriculum: organization and instructional strategies,
learning theories, assessment, reading and writing in Social
Studies, teaching diverse populations of children, and technology in
the Social Studies classroom. There is an emphasis on critical
thinking, questioning techniques, and process skills. (old
curriculum)
ED
402 (3 cr)
School Curriculum: Mathematics
This course is designed to provide the student with learning
theories, organization and planning strategies, instructional
techniques, diagnostic and prescriptive procedures, and classroom
management techniques for the effective teaching of mathematics.
With an emphasis on concept development and problem-solving
abilities, the course includes group and individual instruction,
mathematics laboratory, error diagnosis, curriculum, commercial
texts and programs within a math-as-discovery approach.
ED
403 (1 cr)
Student Teaching Seminar
Students develop an understanding of education procedures and
problems as they relate to the actual teaching situation. Guest
speakers address the students on issues relating to children,
teachers, administrators, parents, school law, and curriculum.
ED
404 (6 cr)
Student Teaching
This course provides the prospective teacher with teaching
experience in an educational setting under the direct supervision of
a cooperating teacher and college supervisor. Students must have
senior classification and the approval of the Faculty Committee on
Teacher Education.
PH
200 (3 cr)
Philosophical Foundations of Education
This course is designed to provide a philosophical background to
educational theories and practices. The student will study, analyze,
and interpret major philosophical schools that provide the
foundation for contemporary education.
PS
201 (3 cr)
Introduction to Child Development
This course studies physiological, cognitive, emotional, social and
personality development from conception through adolescence.
Historical, cultural, and environmental factors of development are
discussed.
PS
301 (3 cr) Prerequisite: PS 101 or PS 201
Educational Psychology
This course examines the psychological principles used in education.
Major theories of learning, intelligence, and motivation will be
covered. Discussion will also emphasize teaching issues such as
setting goals and objectives and managing the classroom.
PS
302 (3 cr) Prerequisite: PS 101 or PS 201
Educational Assessment Techniques
This course introduces students to the theory and practice of
psychological testing and classroom assessment. The main focus of
this course is the construction of instruments and procedures for
measuring academic achievements.
SPED
103 (2 cr)
Exceptionalities in the Home, School and Community
This course examines the nature of children with exceptionalities,
their family constellations and issues regarding family-professional
interactions with community agencies and sources of referral.
Exceptionality will be presented in broad terms addressing both
general human needs as well as the distinctive problems faced by
persons who have educational handicaps. Moreover, the needs of
exceptional individuals and their families will be presented in
terms of transitions through life cycles or crisis as an analytical
tool.
SPED
200 (2 cr)
Survey of Exceptional Children
This course provides an overview of the nature and needs of children
who are exceptional. Topics center on causes, learner
characteristics, special education service delivery system, IEP
development and implementation, types of instructional strategies,
and recent developments in professional practices such as life cycle
transitions.
SPED
300 (3 cr)
Education of the Cognitively Impaired
This course is designed to provide the student with assessment,
planning and teaching competencies to implement a functional,
community-based curriculum throughout the life and transitional
cycles. Curriculum and instruction for the moderately to severely
retarded individual across the community are addressed. Domestic
recreation and vocational domains will be emphasized.
SPED
302 (3 cr)
Instructional Designs I for Exceptional Children
Students will learn lesson planning,
questioning skills, cooperative learning techniques, and ways of
differentiating instruction. Emphasis will be placed on strategies
for teaching exceptional children in the regular classroom and
resource room. They will also experience discovery learning or
constructivism. New Jersey Core Curriculum Standards will be
emphasized. Techniques for including art, music and technology in
their teaching will be outlined.
They will be expected to participate in a field experience every
Tuesday and will teach at least one lesson in that classroom. TEC
students who are excused from field must teach a lesson in the
college classroom. (new curriculum)
SPED
304 (3.5 cr)
Instructional Designs II for the Learning Disabled
Students will learn the basics of unit planning and will
construct a unit following training at the Hackensack Meadowlands
Environmental Center. Scientific method and discovery learning will
be emphasized. Core curriculum standards and technology will be
utilized.
A
study of types of learning disabilities, as well as diagnosis and
remediation of these problems will be studied.
All
students will participate in a field experience every Tuesday and
will be expected to teach a minimum of five lessons in that
classroom. This is the Junior Practicum experience. (new
curriculum)
SPED
308 (3 cr) Prerequisite ED303
SPED 308 is a required course for SPED majors.
Reading Diagnosis and Remediation of Exceptional Learners
Special and general education classroom teachers need to assess
student achievement as a basis for planning future instruction as
well as documenting student proficiencies in reading. This course
explores informal and formal assessment procedures used for
diagnostic purposes and instructional strategies that reinforce
children’s strengths as well as remediate reading deficiencies.
Although these procedures and strategies are appropriate in both
special and/or general education settings, special emphasis is
placed on the characteristics, diagnosis, and remediation of the
special needs learner in this course.
SPED
400 (3 cr)
Education of the Behaviorally Disordered
This course presents theoretical perspectives on ecological,
behavioral, biological, and psychodynamic behavioral disorders.
Areas of study encompass components of educational programs,
instructional approaches and strategies, IEP development and
implementation, and the role of related service professionals in
meeting the needs of children who have serious behavioral problems.
SPED
401 (3 cr)
Education of the Neurologically Impaired / Learning Disabled
This course focuses on the special educational needs of children who
have mild to moderate handicaps to specific leaning disabilities.
Emphasis is on curriculum strategies and life-cycle transitions.
ED
500 MS (3 cr)
Special Education Law I
This course reviews New Jersey Law (Title 18A:46 et seq.) (N.J.A.C.
(6A:14), Federal Law (Sec. 504 of the Rehabilitation Act of 1973) as
these laws pertain to the education of special needs students and
examines the rights of parents in special education.
ED
510 MS (3 cr)
Special Education Law II
This course examines significant sections of the Individuals
with Disability Education Act (IDEA) and relevant portions of the
New Jersey Administrative Code as they pertain to the education of
special needs students.
ED
520 MS (3 cr)
General Education Law I
This course provides insight to various legal concepts attributable
to educational personnel, obligations of school personnel imposed by
law, family educational and privacy rights, alternate dispute
resolution, and implications of Section 504 of the Rehabilitation
Act upon students considered non-disabled under the IDEA.
ED 530 MS (3 cr)
Philosophy For Teacher As Leader
This course pursues a philosophical and conceptual investigation of
the educator as leader in both the classroom and community. The
course begins with an overview of the ethical basis of leadership,
together with an evaluation of several teacher and leadership
models. Case studies will be employed to clarify the application of
these models. The course then proceeds to the consideration of
influential social trends and their implications for society and for
the teacher/leader. Issues to be examined include standards-based
education, the impact of computer technologies, and critical
reasoning. Students complete the course by developing and defending
their own model of teacher as leader, drawing from all portions of
the course.
ED 540 MS (3 cr)
Curriculum For Teacher As Leader I
This course is designed to emphasize the Core Curriculum
designed by the state, while taking into consideration the diversity
of students in the P - 12 classroom. The topics covered are the
processes involved in making curricular decisions and development,
appropriate concern for the development of students, learning
styles, knowledge, cognition, processes of learning, technology and
thematic as well as interdisciplinary learning.
ED 550 MS (3 cr) Prerequisite: Curriculum for Teachers as
Leader I
Curriculum For Teacher As Leader II
This course will emphasize the tools necessary to prepare P - 12
teacher leaders for a world in constant flux. The topics to be
covered are technology as a tool, the processes of learning,
transference of learning, student as curriculum developer,
multiculturalism, language usage, perceptual filters, history,
critical thinking, intuition, and the art of dialogue. The course
will also probe further into thematic and interdisciplinary units
and the role technology can play in enhancing and probing into these
strategies.
ED 560 MS (3 cr)
Literacy For Diverse Populations
This course is designed to facilitate curricular decision making and
program evaluation by emphasizing the processes of reading:
language processes, culture and social context, literacy
development, comprehension and metacognition, and writing. These
paradigms will be critically evaluated by using case study and
action research.
ED 570 MS (3 cr) Prerequisite: An undergraduate course in
basic statistical methods or permission of the instructor.
Statistical and Research Methods In Education I
This course will provide students with an overview of
descriptive/inferential statistical procedures and basic educational
research techniques within the context of educational measurement.
Topics to be covered include scales of measurement, correlation and
regression, parametric (t-Tests, One Way/Factorial Analysis of
Variance), non-parametric (Chi-squared Test of Independence,
Mann-Whitney Ranking) analytic techniques, and quasi-experimental
design. Students will be required to design and defend a
preliminary proposal for their Capstone Action Project.
ED 580 MS ( 3 cr)
Prerequisite: Statistical and Research Methods I is a required
prerequisite for this course.
Statistical and Research Methods in Education II
This course will focus on the implementation of a student-generated
teacher action-research project that is centered on important
educational constructs. Under the supervision of a faculty mentor,
students will collect, analyze, summarize, and orally present the
results of an independently designed, action-research project.
Emphasis will be placed on the importance of the ecological validity
of teacher-based research.
ED
590 MS (3 cr)
Teaching And Learning With Technology
Designed for educators in a variety of settings who want to
integrate “good practice” with technology-based curriculum. A broad
range of non-print and computer-supported learning tools will be
explored within the context of the curriculum through an interactive
approach. These include multi-media, information utilities,
networks, distance education, teleconferencing, CD-ROM’s, laser
disks, and other applicable technologies.
ED
600 MS (3 cr)
Educating All Populations: Collaborating With Home, School And
Community
The purpose of this course is to provide general and special
education teachers with a thorough understanding of the critical
components of this dynamic field. Topics covered include models of
teaching diverse populations, collaboration, cooperative learning,
pertinent education law, models of inclusion, family systems theory,
curriculum adaptations, and alternative forms of assessment and
community outreach support systems.
ED 610 MS (6 cr – 1 semester)
Integrated Block Methods: Topics In Math/Science/Social Studies
This course prepares teacher leaders to integrate the teaching of
the science processes, content and attitudes, mathematics skills and
processes, and social studies skills and concepts to diverse student
populations. Special emphasis is given to the New Jersey Core
Curriculum Standards and Framework, as well as the NSTA, NCTM, NCSS
curricular recommendations. A field experience assignment connects
theory with practice and provides opportunities to apply knowledge
and skills in the classroom and develop leadership skills.
ED 620 MS (3 cr)
Meeting The Instructional Needs Of Diverse Learners
This course is designed to help the teachers understand the
deficits occurring in learning disabled, behaviorally disordered
children in six critical functional domains: cognitive processing,
executive functioning, language functioning, social/emotional
functioning, behavioral functioning and academic performance. It
explores competencies and awareness of the causative factors in
LD/BD/CI and provides the teaching techniques that can make the
regular education classroom a successful and normalizing learning
environment for LD/BD/CI challenged students.
ED630 MS (3 cr)
Nature And Needs Of Children With Exceptionalities
The course provides an overview of the nature and needs of children
who are exceptional. Topics center on causes, learner
characteristics, special education service delivery system, IEP
development and implementation, types of instructional strategies,
and recent developments in professional practices such as life cycle
transitions.
ED
640 MS (3 cr)
Meeting the Instructional Needs of Mild to Moderate Exceptional
Students
This course will examine the learning, behavioral, and personal
characteristics of mildly to moderately disabled children and their
impact on the learning process. It will provide opportunities in
selection of teaching techniques and material for design and
implementation of curriculum for the population.
ED 650 MS (3 cr)
Education Of The Behaviorally Disordered
The course presents theoretical perspectives on ecological,
behavioral, biological, and psychodynamic behavioral disorders.
Areas of study encompass components of educational programs,
instructional approaches and strategies, IEP development and
implementation, and the role of related service professionals in
meeting the needs of children who have serious behavioral problems.
ED 660 MS ( 3 cr)
Supervision of Life Long Learners I
This course presents models of evaluation/supervisionin P - 12
settings. Topics include policies regarding supervision; diversity
and its influence on a person’s mental maps; active listening,
dialogue and conferencing skills; collaboration/teaming skills for
teacher empowerment; consideration of testing data in teacher
evaluation; and alternative forms of evaluation and curriculum
development in accordance with the current standards. This course
will help to prepare the beginning supervisor for the formidable
task of working with both veteran and beginning teachers.
ED 670 MS (3 cr)
Prerequisite: Supervision of Life Long Learners I
Supervision of Life Long Learners II
This course emphasizes the development and maintenance of trust,
flexibility in coaching (supervising), cognition and instruction,
coaching tools to enhance cognition, achievement of holonomy, and
ways of assessing the interaction. Issues that will be addressed
include: strategies to set aside bias in cross-cultural
communications; teachers and time (sequencing of lesson,
simultaneity, synchronicity, duration, rhythm, and temporal logic);
questioning strategies to cause engagement of the mind; language
patterns that lead teachers to greater states of efficacy; and
craftsmanship in reflectivity.
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