BIOL240: Mammalian Anatomy and Physiology I (2 hours lecture, 2 hours lab)

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 (2 hours lecture, 2 hours lab)

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.

CMST101: Fundamentals of Speech: Communication Requirement (3 hours lecture)

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. Previous course SPCM 101 effective through Spring 2012. 3 sh.

EDFD505: Teaching, Democracy, and Schooling (3 hours lecture)

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, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross-listed with SASE 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD509: Sociocultural Perspectives of Teaching (3 hours lecture)

This course examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. They also develop their ability to work collaboratively with colleagues. May be repeated once for a maximum of 6.0 credits. Cross listed with SASE 509. 3 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross-listed with SASE 516. 1 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD519: Assessment for Authentic Learning (3 hours lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with SASE 519. 3 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD582: Learning Theories (3 hours lecture)

Study of the learning process and its measurement as it applies in the classroom and non-school settings. Previous course ELRS 580 effective through Spring 2013. 3 sh.

HPEM355: Measurement and Evaluation in Health and Physical Education (3 hours lecture)

Tests and measurements specifically concerned with the areas of health and physical education. Tests and measurements as tools for better teaching as well as for research. 3 sh.

Prerequisites: MATH 103 or MATH 104 or MATH 106 or MATH 109.

PEMJ131: Fitness Activities (3.0 credits other)

A comprehensive course to provide the student with knowledge needed for developmental programming of personalized fitness activities utilizing all modes of fitness training. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ135: Sports Module I: Football, Basketball, Team Handball

This course provides an overview of the theory, instruction and performance in the fundamentals of football, basketball and team handball. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ136: Sports Module II: Soccer, Speedball, Volleyball (3.0 credits other)

This course provides an overview of the theory, instruction and performance in the fundamentals of soccer, speedball and volleyball. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ137: Sports Module III: Softball, Lacrosse, and Hockey (3.0 credits other)

This course provides an overview of the theory, instruction and performance in the fundamentals of softball, lacrosse, and hockey. 2 sh.

Prerequisites: PEAF major or PEDU major or PHED major or TEPE major or TEHP major or departmental approval.

PEMJ138: Sports Module IV: Tennis, Badminton, and Fencing (3.0 credits other)

This course provides an overview of the theory, instruction and performance in the fundamentals of tennis, badminton, and fencing. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ139: Sports Module V: Archery, Golf, and Track & Field (3.0 credits other)

This course provides an overview of the theory, instruction and performance in the fundamentals of archery, golf, and track & field. 2 sh.

Prerequisites: PEAF major or PEDU major or PHED major or TEPE major or TEHP major or departmental approval.

PEMJ145: Dance in the Schools (3.0 credits other)

This course provides an overview of the theory, instruction and performance in the fundamentals of folk, square, and social dance forms. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ235: Movement Experiences in the Elementary School

A comprehensive activity course designed to present theory and practical application of movement experiences and non- sport activities in physical education in the elementary school. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ248: Teaching Educational Gymnastics (1.0 to 2.0 credit lab)

This course provides knowledge and understanding of the techniques of educational gymnastics in a physical education program in a school setting. 1 - 2 sh.

Prerequisites: Physical Education (PEDU/PHED) major.

PEMJ320: Physiology of Exercise (3 hours lecture. Starting Fall 2014: 4 hours lecture)

The physiological effects of physical activity upon the human organism. The reaction of exercises of speed, strenght, and endurance upon the muscular and circulo-respiratory systems. 4 sh.

Prerequisites: BIOL 240 and BIOL 241. For ATTR majors only, BIOL 244 and BIOL 245. Starting Fall 2014: BIOL 110 and PEMJ 200. For Athletic Training (ATTR) and Excercise Science (ESCI) majors only, BIOL 244 and BIOL 245.

PEMJ321: Kinesiology (3 hours lecture)

An overview of the integrated functioning of the skeletal, muscular, and nervous systmes and the biomechanical principles governing efficient movement, in order to effectively analyze the performance of motor skills. 3 sh.

Prerequisites: BIOL 240 and BIOL 241. For Athletic Training (ATTR) majors only, BIOL 244 and BIOL 245. Starting Fall 2014: BIOL 110 and PEMJ 200. For Athletic Training (ATTR) and Exercise Science (ESCI) majors only, BIOL 244 and BIOL 245.

PEMJ324: Basic Motor Learning (3 hours lecture)

This course provides students with knowledge of the theoretical basis of human learning and performance in motor activity. 3 sh.

Prerequisites: BIOL 240 and BIOL 241. For Athletic Training (ATTR) majors only, BIOL 244 and BIOL 245. Starting Fall 2014: BIOL 110 and PEMJ 200. For Athletic Training (ATTR) and Exercise Science (ESCI) majors only, BIOL 244 and BIOL 245.

PEMJ351: Adapted Physical Education (3 hours lecture)

This is a lecture and practicum course covering the introductory techniques for conducting a physical education program to meet the needs of the developmentally disabled. Each student is required to spend a minimum of 15 hours of laboratory experience in schools, agencies, and/or institutions. 3 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or Athletic Training (ATTR) majors or departmental approval.

PEMJ457: Teaching of Secondary Physical Education (2 hours lecture, 1 hour lab)

This course will prepare teacher candidates to teach physical education in secondary schools. The course is comprised of both on-campus learning activities and field-based practicum experiences. During the on-campus portion of the course students will engage in learning activities and complete assignments (including unit, block and lesson plans and assessment portfolio) necessary to teach physical education effectively in middle, and high school. This course requires candidates to acquire knowledge and teaching behaviors necessary to develop and effectively implement lesson plans for middle, and high school students. The three specific foci include (a) curriculum development and implementation, (b) teacher effectiveness, and (c) behavior management. Topics discussed in this course include curriculum content, effective teaching strategies, creating unit and lesson plans, styles of teaching, classroom management techniques, describing and analyzing student and teacher behaviors, and cooperative learning activities. 3 sh.

Prerequisites: PEMJ 335; acceptance to Teacher Education Program.

PEMJ502: Methods of Inquiry and Analysis (3 hours lecture)

An introduction to the theory and design of historical, descriptive and experimental methods of research in physical education, sport and exercise science. Descriptive and inferential statistics will be applied to various methods of inquiry, including qualitative and quantitative approaches to research. 3 sh.

PEMJ505: Research Design (3 hours seminar)

Provides for the examination of current research topics in physical education, sport, and exercise sciences. Each student will conduct an in-depth review and analysis of literature related to a specific research topic, and develop a formal research proposal. 3 sh.

Prerequisites: PEMJ 502.

PEMJ508: Management and Supervision in Sport and Fitness (3 hours lecture)

In this course, students engage in an in-depth analysis of a variety of approaches used in the management and supervision of athletic and fitness programs in both public and private sectors. They examine administrative/manager functions for facility manangement, budgeting, personnel evaluation, technology-based scheduling, and fundraising. 3 sh.

PEMJ510: Legal and Ethical Issues in Sport. Starting Winter 2015: Legal Aspects of Sport, Fitness and Physical Education (3 hours lecture)

This course will examine current legal and ethical issues impacting the coach or athletic administrator. Concepts related to liability, risk management, gender equity, performance enhancing drugs, compliance to governing organizations, and code of conduct will be applied with an emphasis on amateur sport. Starting Winter 2015: In this course students examine current legal aspects impacting athletic administration, fitness, and physical education. Students study and apply concepts related to liability, risk management, gender equity, performance enhancing drugs, compliance to governing organizations, and code of conduct in sport, fitness and educational settings. 3 sh.

PEMJ512: Facility Management in Sport, Fitness and Physical Education (3 hours lecture)

In this course students examine management functions in the operation of a variety of sport, fitness and physical education facilities. They demonstrate the ability to apply appropriate methods for planning, designing, managing, and financing at educational institutions and private and public sport organizations. Furthermore, students explore concepts related to human resources, financial and risk management, programming and special event planning. 3 sh.

PEMJ514: Sport Marketing and Public Relations (3 hours lecture)

A course in the application of marketing principles and public relations strategies within the context of a sport setting. Analysis of consumer trends will be employed to enhance development, sales, and promotions of sports products. In addition, approaches to establishing and maintaining a positive public image will be examined, including communication through the media, partnerships with the local community and website construction. 3 sh.

PEMJ521: Technology Integration in Exercise Science and Physical Education (3 hours lecture)

This course provides the fundamentals of current technologies in the three following areas: (a) integrating technology in the classroom to introduce teachers to those aspects of educational technology that are designed to facilitate teaching and learninng; (b) integrating technology in the fitness lab to introduce teachers and fitness specialists to computer-based health-management systems that allow for exercise evaluation, nutrition evaluation and health-risk assessments; and (c) using technology to manage the professional office including document processing, spreadsheet applications, database management, graphic construction, and communications. 3 sh.

PEMJ531: Practicum in Adapted Physical Education. Starting Winter 2015: Advanced Adapted Physical Education

A class that provides students with the opportunity to work directly with people with disabilities in the school or agency setting. Class sessions will also be scheduled to discuss current issues in inclusive and adapted physical activity classrooms and to further elaborate on appropriate pedagogical techniques to be used within the classroom. Starting Winter 2015: Students examine and discuss how psychosocial implications of disabilities relate to the classroom, what appropriate program planning should be implemented to help all students be successful, and how to asses students with disabilities in all domains. Students also explore current issues related to adapted physical education, inclusive physical education, and disability sport. Furthermore, students participate in a practicum component where they work with people with disabilities in a school or agency setting. 3 sh.

Prerequisites: PEMJ 351 or departmental approval.

PEMJ539: Advanced Exercise Physiology (3 hours lecture)

An advanced course in exercise physiology. Topics include muscular contraction; bioenergetics; energy expenditure; acid-base balance; gas exchange; and the cardiovascular, pulmonary, endocrine, and nervous system responses to acute exercise. 3 sh.

Prerequisites: An undergraduate course in Exercise Physiology.

PEMJ540: Applied Exercise Physiology. Starting Winter 2015: Applied Sport Physiology (3 hours lecture)

An advanced course in applied exercise physiology. Topics include physiological adaptations to chronic exercise, dietary manipulation, pharmacological intervention, and environmental stressors; the underlying mechanisms affecting those physiological adaptations; and the effect of those adaptations on human physical performance. Body composition assessment and interventions to change body composition are also discussed. Starting Winter 2015: Students learn and apply knowledge and skills necessary to design a comprehensive training program for athletes and active individuals, while taking into account variations in environment and dietary intake. Additionally, students study the physiological aspects of fatigue, practice techniques for assessment of human performance and body composition, and analyze the effects of ergogenic aids on athletic performance and health. 3 sh.

Prerequisites: An undergraduate course in exercise physiology. Starting Winter 2015: PEMJ 320 or departmental approval.

PEMJ541: Aerobic Exercise: Testing and Programming. Starting Winter 2015: Aerobic Testing and Programming (3 hours lecture)

This course focuses on developing the skills necessary to conduct aerobic fitness testing and to prepare aerobic exercise prescriptions/programs. Topics include aerobic fitness testing protocols, assessment of various physiological variables during exercise testing, and aerobic exercise prescription/programs for healthy and special populations. Starting Winter 2015: In this course students learn and apply knowledge and skills necessary to carry out aerobic fitness testing and develop aerobic exercise programs for healthy and special populations. Students also become skilled in implementing comprehensive health appraisal protocols, minimizing legal liability associated with fitness testing and programming, and applying sociological theories to optimize adherence to the exercise program. 3 sh.

Prerequisites: An undergraduate course in exercise physiology. Starting Winter 2015: PEMJ 320 or departmental approval.

PEMJ542: Applied Cardiac Rehabilitation (3 hours lecture)

The course is designed to provide the student with current information regarding the application of scientific and programming principles of cardiac rehabilitation in a variety of settings. Students are also given the opportunity to work with actual cardiac rehabilitation patients in an appropriate hospital setting. 3 sh.

Prerequisites: An undergraduate course in exercise physiology.

PEMJ543: Anaerobic Exercise: Testing and Programming. Starting Winter 2015: Theoretical Foundations for Strength and Conditioning (3 hours lecture)

The course is an advanced course in neuromuscular resistance training and conditioning and flexibility training. Topics include anaerobic and flexibility fitness testing protocols, and anaerobic and flexibility exercise prescriptions/programs for healthy and special populations. Starting Winter 2015: In this course, students critically examine the theoretical foundations for strength and conditioning training. Students develop proficiency in the assessment of anaerobic fitness, apply key factors and principles in the development of anaerobic programming, and discuss physiological adaptations to chronic training. 3 sh.

Prerequisites: An undergraduate course in exercise physiology. Starting Winter 2015: PEMJ 320 or departmental approval.

PEMJ544: Administration of Specialized Exercise Programs (3 hours lecture)

This course provides information concerning principles of administration, staffing, facilities, equipment, and finance to prepare the student to administer specialized exercise programs in a variety of settings. 3 sh.

PEMJ546: Principles of Sports Conditioning (3 hours lecture)

A course in scientific principles of sports conditioning. Training principles and exercise programming will be applied for developing strength, speed, power, agility, endurance, and flexibility. Additional topics include sports nutrition, ergogenic aids, body composition, environmental considerations, fitness testing, overtraining, and sports conditioning management. 3 sh.

PEMJ547: Advanced Coaching Techniques (3 hours lecture)

This course is designed to present practitioners with several advanced methods for improving sports and motor performance. Topics include principles of coaching, talent development, the organization of practice, effective instruction for skill acquisition, biomechanical principles of performance, and match analysis. The course provides students with the opportunity to use advanced technological methods as well as practical, hands-on aproaches that they can use in their professions. 3 sh.

PEMJ548: Practicum in Individualized Exercise Programs

This course provides the student the opportunity for practical experience in the application of individualized exercise prescriptions for asymptomatic and/or symptomatic individuals in a variety of nonschool settings. 3 - 6 sh.

Prerequisites: Completion of required courses within area of specialization in exercise sciences (12 s.h.) or permission of instructor.

PEMJ552: Seminar in Current Problems in Athletics. Starting Winter 2015: Seminar in Current Challenges in Athletics (3 hours seminar)

The organization, planning and administration of intramural and interscholastic sports programs for men and women. Program development, scheduling, promotion and conduct of the program and personnel selection. Other persistent problems identified by the students will be discussed as will trends in such areas as sports media, coaching and officiating. Starting Winter 2015: In this course students learn and apply knowledge and skills to successfully navigate current challenges in athletics as a coach or athletic administrator. Students explore a variety of topics including, but not limited to, the role of athletics in education and the larger community, administration of facility scheduling and personnel matters, effective management of issues concerning diversity, student athlete behavior, performance enhancing drugs, and sports medicine. 3 sh.

PEMJ554: Orientation to Sports Medicine (3 hours lecture)

An introductory course in the prevention and basic care of selected injuries and sudden illness in athletes. Students receive training and certification in sport safety including cardiopulmonary resuscitation, first aid, and use of an automated external defibrillation device. They also develop strategies for minimizing risk of athletes in a sport setting. Starting Winter 2015: Students investigate issues related to prevention and basic care of selected injuries and sudden illness in athletes. They also receive training in emergency cardiovascular care including cardiopulmonary resuscitation, first aid, and use of an automated external defibrillation device and will be eligible for certification. By the end of the course students demonstrate ability to apply strategies for minimizing injury risk of athletes in a sport setting. 3 sh.

PEMJ557: Human Motor Development. Starting Winter 2015: Motor Behavior in Youth (3 hours lecture)

In this course, students learn about the lifespan changes in human motor skill that occur from the first movements of the fetus to the adaptive movements of the elderly. To focus on issues relevant to practitioners, special attention is given to the motor development of school-aged children, and students learn how teaching and coaching methods must be tailored to each developmental level. Starting Winter 2015: In this course, students learn about the developmental changes in human motor skill that occur from early childhood to adulthood. Students focus attention on the motor development of school-aged children, and the way in which teaching and coaching methods must be tailored to each developmental period. 3 sh.

PEMJ558: The Teaching of Physical Education (3 hours lecture)

The Teaching of Physical Education is a comprehensive methods course for graduate students who are applying for teacher certification in physical education. This capstone course is usually the last course that is taken as part of their physical education work program. It presents the theory and teaching of physical education in both elementary and secondary schools as these students enter into their field experiences. Topics include curriculum development, effective teaching strategies, styles of teaching preparation of a yearly curriculum calendar, unit and lesson plans, classroom management and discipline, and describing and analyzing student and teacher behaviors and teacher reflection. In addition, students will develop an action research project to further investigate an area of the teaching of Physical education in which they wish to improve. 3 sh.

Prerequisites: An undergraduate course in movement education for elementary schools; Acceptance to the Graduate School.

PEMJ559: Applied Sport Psychology (3 hours lecture)

This course provides an in-depth analysis of the theories and techniques of sport psychology. Student will learn how to apply these skills to the teaching and coaching situations in order to optimize the performance of students and athletes. 3 sh.

PEMJ560: Curriculum in Physical Education (3 hours lecture)

This course provides an analysis of current curricular models for physical education programs grades K-12. Strategies for curriculum change are also examined, and students have opportunities to apply theories of curriculum development to actual school settings. 3 sh.

PEMJ561: Advanced Biomechanics: Understanding Performance and Injuries (2 hours lecture and 1 hour lab)

In this course students explore the role of advanced biomechanical concepts in the evaluation and optimization of movement efficiency, athletic performance, and risk for injury. Students examine the science of human motion, mechanics of body tissues, methods of biomechanical data collection, and analysis and application of biomechanical data. Furthermore, students gain experience in employing advanced technological methods and practical approaaches to evidence based training program design that they can use in their professional lives. 3 sh.

Prerequisites: BIOL 240, BIOL 241, PEMJ 321 or readings assigned by instructor.

PEMJ562: Concepts in Physical Activity (3 hours lecture)

This course provides and in-depth examination of strategies to promote adoption of a physically active lifestyle in and outside of a physical education classroom. Assessment of physical activity and application of age appropriate programming designed to maximize daily activity will be emphasized. Starting Winter 2015: Students examine strategies to promote adoption of a physically active lifestyle in education, community, and health fitness settings. Specifically, students explore factors predictive of an active lifestyle, assessment of engagement in physical activity, application of age appropriate programming designed to maximize daily activity, and development of effective physical activity interventions for youth and adults. 3 sh.

PEMJ565: Reflective Teaching in Physical Education (3 hours lecture)

The focus of this course is on reflective practice. In particular, specific strategies for reflection will be presented, and different ways of studying teaching behavior and teaching effectiveness will be explored. Starting Winter 2015: Students examine reflective practice in teaching physical education, applying strategies and pedagogical skills rooted in theory and effective practice. Furthermore, students explore various teaching behaviors and teacher effectiveness with the aim of maximizing student learning in physical education. 3 sh.

PEMJ575: Philosophical and Sociological Foundations of Sport and Physical Education. Starting Winter 2015: Sociological Foundations of Sport and Physical Education (3 hours lecture)

The historical development of modern physical education programs. The sociological factors affecting behavior in modern society applied to teaching and coaching situations. Starting Winter 2015: In this course students conduct an in-depth analysis of the different societal constructs that play a role in sport and physical education. Students examine how constructs such as race, gender, and social class affect sport and physical education. In addition, students discuss different philosophies regarding sports and physical education, and evaluate their own personal philosophy. 3 sh.

PEMJ577: Supervision in Physical Education (3 hours lecture)

An analysis of theory and research related to supervision in facilitating effective teaching to provide pupils with appropriate learning experiences in Physical Education programs. 3 sh.

PEMJ580: Independent Study in Physical Education

An experience in the pursuit of study of topics which may be outside the scope of regular curricular offerings or may be an extension of a course or courses. May be repeated for a maximum of 3.0 credits. Completion and approval of independent study application form required prior to registration. 1 - 3 sh.

Prerequisites: Departmental approval.

PEMJ592: Selected Topics in Exercise Science and Physical Education (3 hours lecture)

In this course, students engage in an in-depth theoretical and practical study of a current aspect of exercise science, sport or physical education. Topics will be determined prior to the course offering and will be publicized. This course may be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

PEMJ594: Internship in Sport and Exercise Science

A supervised field experience in the application of knowledge and skills related to an area of specialization in sport of exercise science. A formal written report of the completed internship outcomes is to be submitted to the faculty of the Department of Exercise Science and Physical Education. 3 sh.

Prerequisites: Completion of a minimum of 21 credits in the program, including PEMJ 502.

PEMJ598: Applied Project

Guidance in conducting an applied project in physical education, sport or exercise science. Each student is required to develop a tangible product such as position paper, journal article, action research investigation, instructional videotape/CD ROM, review of curriculum, policy manual, etc. A formal written report of the completed project is to be submitted to the faculty of the Department of Exercise Science and Physical Education. 3 sh.

Prerequisites: Completion of a minimum of 21 credits in the program, including PEMJ 502.

PEMJ603: Research Project

Guidance is provided in developing and conducting a research project in physical education. Each student is required to conduct an investigation of a specific problem and to submit a written report of the completed project to the faculty of the department of physical education. Full year course. Register fall only. 3 sh.

Prerequisites: PEMJ 502 and PEMJ 505.

PSYC560: Advanced Educational Psychology (3 hours lecture)

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 (3 hours lecture)

Techniques of Reading Improvement in the Secondary School introduces pre-service and in-service teachers to an array of cross-content literacy strategies for the improvement of nonclinical reading difficulties. Students learn how to ground literacy strategies in purposeful and meaningful curricular and pedagogical projects. 3 sh.

SASE505: Teaching, Democracy, and Schooling (3 hours lecture)

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, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. Previous course CURR 505 effective through Spring 2014. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE509: Sociocultural Perspectives on Teaching and Learning (3 hours lecture)

Examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. Previous course CURR 509 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE514: 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. Previous course CURR 514 effective through Spring 2014. 4 - 8 sh.

Prerequisites: Departmental approval.

SASE516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. Previous course CURR 516 effective through Spring 2014. 1 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE517: Inclusive Classrooms in Middle and Secondary Schools (1 hour lecture)

This course presents the central issues in the inclusion of students with disabilities in United States 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. Previous course CURR 517 effective through Spring 2014. 1 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE518: Technology Integration in the Classroom (1 hour lecture)

This one-credit course introduces pre-service teachers to the dimensions of educational technology for teaching and learning. Students also explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and merging technologies. It enables the students to drawn upon field-based experiences in READ 501 to plan instructional technology environments that are student-centered, collaborative, and inquiry-based; that emphasize critical thinking; and that support specific curricular goals - as stated in institutional, state and national standards for technology in education. May be repeated once for a maximum of 2.0 credits. Previous course CURR 518 effective through Spring 2014. 1 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE519: Assessment for Authentic Learning (3 hours lecture)

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Students consider assessment practices from the point of view of learners and how they experience learning opportunities. Teacher candidates also analyze assessment policies and practices, both local and national, in order to maximize both student and teacher performance. They draw on aspects of assessment policy and practice to evaluate their own understandings of assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. Previous course CURR 519 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505, SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE526: Teaching for Learning I (3 hours lecture)

This is the first course in a two-semester sequence (SASE 526, SASE 543). 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 developed in previous courses in the professional sequence. In conjunction with SASE 527-Fieldwork, students have the opportunity to observe in classrooms and to do individual, small group, and whole class teaching. Students investigate democratic classroom practice by focusing on curriculum development; creating a positive, well-structured climate for learning in their classrooms; learning and practicing techniques for effective classroom management; and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. Previous course CURR 526 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 509 or EDFD 509; SASE 516 or EDFD 516; SASE 517; SASE 518; READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE527: Fieldwork (3 hours lecture)

Students 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. Previous course CURR 527 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 509 or EDFD 509; and SASE 516 or EDFD 516; and SASE 517; and SASE 518; and EDFD 519 or SASE 519; and READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE529: Student Teaching (6 hours lab)

Full time student teaching in the public schools of New Jersey for the duration of a semester is required of all students who complete the regular program of certification requirements. 6 hour lab requirements. May be repeated once for a maximum of 12.0 credits. Previous course CURR 529 effective through Spring 2014. 6 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 509 or EDFD 509; and SASE 516 or EDFD 516; and SASE 517; and SASE 518; and SASE 519 or EDFD 519; and SASE 526; and SASE 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE543: Teaching for Learning II (3 hours lecture)

This is the second course in a two-semester sequence (SASE 526, SASE 543). This course focuses on putting into practice all the knowledge and skills students have developed throughout their professional sequence in their full-time, supervised student teaching experience. A primary focus is on planning and implementing curriculum. In addition to curriculum planning and using appropriate instructional and assessment strategies, students learn about the impact of the school and classroom culture and climate on student learning and on relationships between and among students, teachers, and other professionals in school. May be repeated once for a maximum of 6.0 credits. Previous course CURR 543 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 509 or EDFD 509; and SASE 516 or EDFD 516; and SASE 517; and SASE 518; and SASE 526; and SASE 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).