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Course Criteria
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3.00 Credits
This is a course in curriculum - in what teachers teach. The course is taken in conjunction with a subject-specific methods course in how teachers teach and a practicum/ CISE 352 in which teacher candidates spend two days in a school. The purpose of the course is to help teacher candidates devise strategies for translating their liberal arts or science knowledge into teachable materials, design curricula that are consonant with the New Jersey Core Curriculum Standards and the National Standards for their liberal arts or science disciplines, and incorporate their own and their student's life experiences into their curricula. The goal is for teacher candidates to become teachers who are life-long learners, learning more about themselves, their students, and their liberal arts or science disciplines while they are teaching, and teaching creatively and critically within the state and national standards. Toward this end, teacher candidates identify core concepts from courses in the liberal arts or science majors and review curricula and unit plans based on those concepts in order to analyze and critique the curricula of their practicum schools. Prerequisites: CISE 295, CIRL 335; co-requisites: CISE 335, CISE 352, and CISE content methods course 411, 412, 413, 414, 417, or 419 2 credits
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3.00 Credits
This course deals with schools as social institutions that teachers must learn to negotiate in order to be successful. The course is taken in conjunction with CISE 352/Practicum in which teacher candidates work two days per week in a school and teacher candidates in this course use their practicum as social institutions. The goal of the course is for students to gain an understanding of teaching as a social activity conducted within political, social, and cultural systems and on terrain that is often contested by competing social groups. Students explore the legal, economic, and institutional constraints on schools, and the intellectual, cultural, and social possibilities of schools. Students examine schools as complex systems to which they must adapt but which they can also change in order to be effective teachers. Prerequisites: CISE 295, CIRL 335; co-requisites: CISE 325, CISE 335, CISE 352, and CISE content methods course 411, 412, 413, 414, 417, or 419 2 credits
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3.00 Credits
The K-12 subject field experience is a two-day per week practicum with an experienced cooperating teacher under the supervision of an education professor. Teacher candidates are expected initially to observe the classroom and work one-on-one with students, then to work with the classroom teacher and gradually take on whole class responsibilities. Teacher candidates must take this course concurrently with the subject-specific methods course, CISE 411, et seq. Teacher candidates will meet periodically in seminar to discuss their field experiences. It is recommended that teacher candidates take the Praxis exam in their respective content area during the semester of this field experience. Prerequisites: CISE 295, CIRL 335; co-requisites: CISE 325, CISE 335, and CISE content methods course 411, 412, 413, 414, 417, or 419 2 credits
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3.00 Credits
A topic not covered by an existing course is offered as recommended by the department and approved by the dean. Prerequisites: Permission of the department chairperson 1-6 credits Secondary and Middle School Education 147
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3.00 Credits
This course examines methods and materials of teaching middle and high school social studies. Social studies is defined as an interdisciplinary field which includes history, geography, sociology, psychology, anthropology, political science and economics and which examines social problems over time and in different times and places. Social studies is presented as a means of understanding the unity and diversity of peoples and societies worldwide, and of using knowledge of other times and places to solve current social problems. The course examines the history of social studies, various opinions of the goals and methods of social studies, and various approaches to teaching social studies. Teacher candidates experiment in the course with a variety of social studies curricula and teaching methods - designing, developing, demonstrating, and evaluating lesson plans that utilize primary and secondary sources, involve library, internet, and field research, and teach social studies through engaging in civic action. Prerequisites: CISE 295, CIRL335; co-requisites: CISE 325, CISE 335, CISE 352
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3.00 Credits
This course is designed to provide teacher candidates with an opportunity to articulate their visions of themselves as English teachers and the implications of that vision, and to engage teacher candidates in developing instructional theories and practices that will help them enact that vision. This course is predicated on the assumption that all teaching is based on theory - that practice reveals theory. Teacher candidates will learn the way language is best learned and the way knowledge of English Language Arts is constructed. Prerequisites: CISE 295, CIRL335; co-requisites: CISE 325, CISE 335, CISE 352
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3.00 Credits
Learning and assessment of mathematics at the high school and middle school levels is understood and applied according to the recommendations of the National Council of Teachers of Mathematics and the guidelines of the New Jersey Core Curriculum Content Standards. Strategies of teaching whole class and small groups, hands-on problem solving and posing experiences, integrating mathematics across and within the curriculum, technology applications, and applications of mathematics in the real world experiences are explored in depth. Prerequisites: CISE 295, CIRL335; co-requisites: CISE 325, CISE 335, CISE 352
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3.00 Credits
This course is designed for future teachers of creative arts. The course is established to provide opportunities for college teacher candidates to understand teaching and learning obligations of K-12 environments, to provide teaching skills in subject-specific areas, to develop instructional platform skills, to prepare for assignments as student interns, classroom teachers, and ultimately for leadership roles in education. Prerequisites: CISE 295, CIRL335; co-requisites: CISE 325, CISE 335, CISE 352
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3.00 Credits
The emerging professional will organize experiences that include inquiry processes and knowledge construction fundamental to learning science. Developing concepts through concrete experience, appreciation for relationships among science, technology, and society, and issues of equity and diversity are stressed. Teacher candidates are required to demonstrate competence in planning and applying learning cycles, authentic assessment, thematic integration, the use of technology to teach and assess resources, and the maintenance of a safe, effective classroom. Prerequisites: CISE 295, CIRL 335; co-requisites: CISE 325, CISE 335, CISE 352
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3.00 Credits
This course is designed to inform subject field K-12 teacher candidates of current theories and practices of teaching a world language in elementary and secondary schools. Teacher candidates will gain in-depth pedagogical knowledge and understanding of language acquisition and literacy development in a second language. Specifically, teacher candidates will apply their theoretical understanding and pedagogical knowledge to classroom situations. They will analyze and critique curricula, engaging in inquiry driven discussions about theory and methodology, and plan innovative instruction. Prerequisites: CISE 295, CIRL 335; co-requisites: CISE 325, CISE 335, CISE 352
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