|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
College: COLLEGE OF THE ARTS Department: COMMUNICATION STUDIES Credits: 3.00 Techniques of Communication. Techniques and ethics in the production of informative and persuasive messages for public consumption. Open to all graduate students. Course may be repeated once for a total of 6 semester hours. 3 hours lecture.
-
3.00 Credits
College: COLLEGE OF THE ARTS Department: COMMUNICATION STUDIES Credits: 3.00 Independent Study. Prerequisites: Communication Studies majors only; departmental approval. Individual projects in communication that result in significant research or creative projects. Student and instructor agree upon an area of study, readings are assigned, research is done and student submits final findings in form of a paper or a series of annoted bibliographies or position papers. The nature of the course permits advanced graduate students to pursue areas of speech not covered by present offerings. Course may be repeated once for a maximum of 6.0 credits.
-
6.00 Credits
College: COLLEGE OF THE ARTS Department: COMMUNICATION STUDIES Credits: 6.00 Master's Thesis. Prerequisites: Departmental approval. Independent research project done under faculty advisement. Students must follow the MSU Thesis Guidelines, which may be obtained from the Graduate School. Students should take SPCM 699 if they don't complete SPCM 698 within the semester.
-
1.00 Credits
College: COLLEGE OF THE ARTS Department: COMMUNICATION STUDIES Credits: 1.00 Master's Thesis Extension. Prerequisites: SPCM 698. Continuation of Master's Thesis Project. Thesis Extension will be graded as IP (in Progress) until thesis is completed, at which time a grade of Pass or Fail will be given.
-
3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Foundation and Philosophy of Inclusive Education. Prerequisites: ENWR 105 or HONP 100. This course provides an overview of the historical and ideological trends that impact the education of children in inclusive settings. Students explore the historical, political, and legal foundations of inclusive education; principles of inclusive planning, consultation, and collaboration; resources and services for effective inclusion and inclusive transition programs; characteristics of high and low-incidence disabilities; and implications for students with and without disabilities. This course includes a field experience in which students engage in reflective observation of inclusive classrooms. 3 hours lecture.
-
3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Language-Based Strategies for Inclusive Classrooms. Prerequisites: SPED 279 or ECEL 279. This course focuses on research-based instructional practices for inclusive education. In this course, students explore approaches to reading and writing instruction for students with diverse learning needs and consolidate these into a repertoire of instructional strategies that can be used to meet the needs of students with disabilities at various stages of skill mastery. Procedures addressed in this course are applicable in inclusive as well as more restrictive settings, and address the needs of students from a broad array of cultural, linguistic, and economic backgrounds. Students explore such issues as: special education identification and why large numbers of students fail; the importance of explicit instruction for students with learning problems; lesson planning for multiple learning environments; characteristics of students with mild-to-moderate disabilities in reading, writing, and spelling; components of research-based instruction in reading, written expression,, and spelling; modifications, accommodations, and materials for teaching students with disabilities in inclusive settings; and professional standards, including New Jersey Core Curriculum Content Standards (NJCCCS) and New Jersey Professional Teaching Standards. 3 hour lecture.
-
3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Content Area Strategies for Inclusive Classrooms. Prerequisites: SPED 367. SPED 468 is and extension of SPED 367: Inclusive Methods. The course focuses on inclusive strategies for content area instruction, as well as collaborative planning, teaching, and transition services. In this course students learn to develop instructional approaches for diverse learners. They learn specific practices for teaching math, such as focusing on big ideas, providing explicit links between math lessons and skill, and explicitly teaching both computation and problem-solving. For teaching other content areas, they learn about the strategies instruction model (SIM) and peer assisted learning which incorporate varied approaches for teaching students who struggle to read, write, and organize themselves. Students learn a variety of instructional strategies for diverse learners, drawing on various types of information including Individualized Educational Plans (IEPs). They also explore models of collaboration with other eduction professionals and paraprofessionals, strategies and tools for effective co-teaching, and transition planning. This course includes a fieldwork component in which students engage in reflective observation and tutoring of students with learning difficulties in inclusive classrooms. 3 hours lecture.
-
3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Inclusive Methods for Middle and Secondary Schools. Prerequisites: SPED367 This course enhances the ability of future educators to provide access to the curriculum for students with disabilities in middle and secondary schools. Educators learn how to apply principles of developmentally appropriate practice and curriculum design to improve the learning of students who exhibit abilities across a wide range. The emphasis is on research-based and practical techniques and strategies that can be utilized in the certification area in an inclusive setting, focusing mainly on the Strategies Intervention Model. Students explore resources for adapting content area curriculum. This course requires a field experience working in schools tutoring students who are experiencing academic or basic skills difficulties. 3 hours lecture.
-
3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Promoting Prosocial Behaviors in Inclusive Settings Prerequisites: SPED279 or ECEL279. In this course, future teachers develop knowledge of theory and skills of practice related to the development of appropriate prosocial behaviors for students with disabilities within inclusive classroom settings. This course focuses on social behavior and the developmental and environmental factors that influence its expression. Students learn how to conduct a functional analysis of behavior, promote appropriate behavior, and develop a classroom setting that fosters prosocial behaviors. They explore principles of social/emotional learning, social skills development, data collection processes, schedules of reinforcement, monitoring of progress, social problem solving, and the promotion of a positive behavior plan. 3 hours lecture.
-
3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Language-Based Learning Strategies for Use in Inclusive Settings. Prerequisites: SPED 579. This course presents an overall view of language development and language disorders as the basis for implementing instruction that attends to language-based learning difficulties. A major focus will be the development of instructional strategies that can be employed in inclusive classroom settings to promote learning across the curriculum. The use of metalinguistic and metacognitive strategies will be stressed. 3 hours lecture.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|