This course introduces the teaching profession by panoramically exploring both general education and special education settings. It includes the study of American schools and considers diversity, multiculturalism, equity, and inclusive educational practices for students with and without disabilities.
(Also PSY 210) The role of psychological concepts in educational practices, focusing on the nature and sources of intellectual development and readiness according to Piagetian, psychometric, and information process perspectives. Beyond these approaches to cognitive development, learning theory, motivation, and the role of emotion in learning will be discussed. This course will also include a section on individual differences in learning; exceptional students and social, ethnic, cultural, and gender differences. The related topics of measurement and evaluation of learning will round out the course.
Community Orientation & Citizenship This course is designed to foster understanding of the significant roles of families and communities in the growth and education of children. Topics include recognizing children at-risk; recognizing and accepting diverse family units; the impact of home, community, health, and cultural experience on development and learning and understanding social, historical, political, legal and philosophical constructs that impact children, families and communities. Identification and collaboration with community agencies and resources to support individuals with special needs and their families will be addressed. Students cannot take EDC 202 and EDC 217 simultaneously.
This course is designed to examine young adolescents, their development and issues related to their educational needs during the period of growth from childhood through adolescence. Students will learn how to use developmental characteristics in the instructional design and planning process. Students will also learn how schools should be structured to maximize learning for this population.
This course is designed to foster understanding of the dynamic continuum of development and learning in children from birth through Pre-Adolescent. Topics include cognitive and linguistic factors affecting development and learning, nurturing diversity and equity, addressing multiple intelligences and diverse learning styles, integrating play, and language and literacy across the curriculum.
The course is designed to foster implementing developmentally appropriate principles and practices. Topics include integration across all core curriculum areas, responsiveness to cultural and linguistic differences, fostering intellectual stimulation through play, implementing appropriate guidance and management techniques to create a safe environment, and assessment that is multidimensional, ongoing and performance based.
(Formerly EDC 207) A course designed to provide cross training for the teacher in the regular classroom in order to be able to work as part of a collaborative interprofessional team. Through study, observation, and field experiences the pre-service teacher will gain valuable training and resources for inclusion of special needs students in the regular classroom.
This course serves as an introduction to the teaching of literacy in grades Preschool-12 and focuses on both theoretical and practical approaches to assessing, teaching, and incorporating literacy into classroom. Teacher candidates wil explore and learn to apply teaching practices related to balanced, comprehensive literacy including, phonemic awareness, phonics, comprehension, fluency, vocabulary development, and motivation. These approaches will be discussed in the context of special needs and ELL students, multicultural education, technology integration, and differentiated strategies. Connections to the New Jersey Student Learning Standards will be integral. This course will also expose teacher candidates to developing/analyzing lesson plans, evaluating case studies, and reading/discussing contemporary issues in literacy.
(Formerly EDC 222) This course offers a variety of instructional strategies and techniques to assist students with mild to moderate high-incidence disabilities, including learning disabilities, mental retardation, behavioral and emotional disabilities, and speech or language impairments. It will address curriculum planning, program development, assessment, and the use of technology. Developing literacy and effective Individual Educational Plans (IEPs), designing effective learning environments, and preparing students for transition will also be addressed. This course requires successful completion of 16 hour field practicum.
(Formerly EDC 223) This course offers a variety of instructional strategies and techniques to assist students with mild to severe low-incidence disabilities, including autism, pervasive developmental disorders, severe-profound mental retardation, physical and multiple disabilities, health impairments, and traumatic brain injury. It will address adaptive and functional curriculums, the use of assistive technology, interventions and transdisciplinary teaming and assessment, effective learning environments, and elective Individual Educational Plans (IEPs). This course requires successful completion of 16-hour field practicum.
(Formerly EDC 312) This course provides the necessary knowledge and skills for working with special needs students placed in inclusive educational settings, addressing collaborative relationships with various professionals and agencies serving special needs students. It will offer various models, materials, and instructional adaptations including technology, to promote inclusion. It will also emphasize implementing Individual Education Plans (IEPs) within regular education settings.This course contains a field experience and requires successful completion of a thirty(30) hour practicum.
(/formerly EDC 313) This course describes the principles under laying effective classroom management, offers techniques and strategies to promote an effective learning environment for all students in both inclusive and self-contained settings. Also provides specific strategies and techniques for conducting functional behavioral assessment and designing positive behavioral support plans for students with challenging behavior. This course contains a field experience.
(Formerly EDC 304) This course focuses on the study of curriculum development and principles of teaching. The course will introduce the skills to design and deliver interdisciplinary curricula utilizing differentiated instruction, technology integration, as well as accommodating for special needs and ELL students.
(Formerly EDC 309)This course focuses on the further development of curriculum design and principles of teaching. The course reinforces the skills of differentiated instructional design and delivery, integration of technology, and adapting lessons to address diverse learners including special needs and ELL students.
(Formerly EDC 310) This course is designed to provide a foundation for classroom methodology of standards-based
instructional activities and assessments. One purpose of this course is to introduce teacher candidates to the elements of assessment that area part of good teaching and best practice.
(Formerly EDC 326) The objective of this course is to introduce various forms of educational technology through hand-on project based learning to pre-service teacher candidates. This course provides various opportunities for engagement and reflection on the role these technology tools can play in teaching/learning processes in a classroom. Students will become skilled in some of many digital tools available for schools to use in their classrooms. In addition, students will learn current issues in technology use in classrooms and will become familiar with basic learning theories which will help in determining
appropriate applications of educational technology in educational settings. Students will become familiar with virtual schooling and learn how to assist online learning of their students.
(Formerly EDC 327) Students will be introduced to the elements of a quality early childhood learning environment. Building on their knowledge of child development, students will learn appropriate assessment tools and techniques, both formal and informal, to be able to evaluate young children's learning and development.
Students who have satisfied requirements will be assigned two full days per week in an approved pre-school, elementary, middle school, or high school setting. Students will spend time observing, participating, and teaching in an assigned class under the direction of a Cooperating Teacher and a College Supervisor. The student is expected to begin to fulfill the role of teacher, including attendance at faculty meetings, professional development opportunities, and duty assignments. This course will include monthly seminar meetings (four(4) times throughout the semester) where students are provided with guidance to complete their clinical practice assignments including the preparation for edTPA performance assessment.
(Formerly EDC 401) Students who have successfully completed all academic requirements will be assigned to full-time teaching in an approved school setting relevant to the area of intended certification. Students will observe, interact and teach under the direction of a Cooperating Teacher and College Supervisor. Student teaching applications must be submitted by April 1st for Fall placement and by October 1st for Spring placement.
(Formerly EDC 402) This seminar utilizes group discussions to assist in the analysis and evaluation of identified classroom problems, best practices, classroom behavior management techniques and coping strategies. Efforts are made to socialize the student teacher to the profession of teaching. Attention is given to career placement tools and strategies.