CHEM120: General Chemistry I

Introductory lecture and laboratory course for science majors, prerequisite for all advanced chemistry courses. Introduction to atomic and molecular structure, bonding, stoichiometry, states of matter, solutions, and selected topics in descriptive inorganic chemistry. Laboratory stresses techniques and data treatment and their use in examining chemical systems. Meets the 1983 General Education Requirement (GER) - Natural/Physical Science, Laboratory or Non-Laboratory Science. 4 sh.

Prerequisites: One year of high school chemistry.

CHEM121: General Chemistry II

Introductory lecture and laboratory course for science majors, prerequisite for all advanced chemistry courses. Introduction to thermochemistry, kinetics; general acid base, precipitation, redox equilibria, electrochemistry and selected topics in descriptive inorganic chemistry. Laboratory stresses techniques and data treatment and their use in examining chemical systems. 4 sh.

Prerequisites: CHEM 120.

CHEM230: Organic Chemistry I

Structure and bonding in organic compounds: nomenclature, reactions, properties, and aromatic compounds: stereochemistry; structure analysis by IR, NMR, UV, and MS; introduction to molecular orbital theory. 3 sh.

Prerequisites: CHEM 121.

CHEM231: Organic Chemistry II

Nomenclature, reactions, properties, and synthesis of ethers, epoxides, alcohols, amines, and carbonyl compounds; carbohydrates; amino acids, peptides and proteins; pericyclic reactions; synthetic polymers. 3 sh.

Prerequisites: CHEM 230.

CHEM232: Experimental Organic Chemistry I

A laboratory course to be taken concurrently with CHEM 230. Basic techniques for the separation, analysis and synthesis of organic compounds: recrystallization, distillation, extraction, GC, HPLC, TLC, GC/MS, IR, H/C13- NMR, chemical safety methods and regulations. 2 sh.

Prerequisites: CHEM 230 is a prerequisite or corequisite.

CHEM233: Experimental Organic Chemistry II

A laboratory course to be taken concurrently with CHEM 231 and after completion of CHEM 232. Basic techniques for organic synthesis, mechanistic studies, separation and analysis, and chemical safety: multistep syntheses, spectral data-base searching, phase-transfer catalysis, anhydrous procedures, analysis of unknowns by wet-chemical and spectral methods. 2 sh.

Prerequisites: CHEM 231 and 232 are prerequisites. CHEM 231 may be taken as a corequisite.

CHEM310: Analytical Chemistry

Introduction to concepts of classical analytical chemistry including evaluation of data and apparatus, theory and application of volumetric and gravimetric methods and redox equilibrium, and introduction to electrical methods. 5 sh.

Prerequisites: CHEM 231 and CHEM 232.

CHEM311: Instrumental Analysis

Introduction to application of instrumental methods of analytical chemistry. Instrument techniques studied will include spectrophotometry, electroanalytical chemistry,chromatography, nuclear magnetic resonance and mass spectrometry. Theory and application will be examined in lecture and laboratory. 4 sh.

Prerequisites: CHEM 310; and either CHEM 340 or CHEM 447.

CHEM340: Physical Chemistry I

Thermodynamics, homogeneous and heterogeneous equilibria, gases, electrochemistry, solutions, colligative properties. 3 sh.

Prerequisites: CHEM 231, and PHYS 192, and MATH 221.

CHEM341: Physical Chemistry II

Kinetics, photochemistry, molecular physical chemistry. 3 sh.

Prerequisites: CHEM 340, and PHYS 192, and MATH 221.

CHEM370: Biochemistry I

Organization of the living cell; structure, function and chemistry of proteins, carbohydrates and lipids; bioenergetics and oxidation. 3 sh.

Prerequisites: CHEM 231.

CHEM501: Teaching Chemistry in the Secondary School

Study of objectives, recent trends, methods of presentation, courses of study, lesson planning, instructional aids, and subject matter of high school chemistry. 3 sh.

Prerequisites: 16 semester hours in chemistry.

CURR505: Teaching, Democracy, and Schooling

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, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

CURR509: Sociocultural Perspectives on Teaching and Learning

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR514: 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. 4 - 8 sh.

Prerequisites: Departmental approval.

CURR516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR517: Inclusive Classrooms in Middle and Secondary Schools

This course presents the central issues in the inclusion of students with disabilities in U.S. 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. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

CURR518: Technology Integration in the Classroom

This course is designed to introduce pre-service teachers to the integration of educational technology to facilitate teaching and learning. Students explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and emerging technologies. May be repeated once for a maximum of 2.0 credits. 1 sh.

CURR519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR526: Teaching for Learning I

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 discussed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to begin to put into practice their conceptions of reflective teaching, learning, and assessment in public school classrooms. Specifically, students investigate democratic classrooms, and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. May be repeated once for a maximum of 6.0 credits. This is the first course in a two-semester sequence (CURR 526, CURR 543). 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501.

CURR527: Fieldwork

Students will 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. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and EDFD 519 or CURR 519; and READ 501.

CURR529: Student Teaching

Full time student teaching in the public schools of New Jersey is required of all students who complete the regular program of certification requirements. May be repeated once for a maximum of 12.0 credits. 6 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 519 or EDFD 519; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

CURR543: Teaching for Learning II

This course focuses on putting into practice all of the knowledge and skills pre-service teachers have developed throughout their professional sequence and in their student teaching experience. A primary focus is on creating democratic classrooms for their students through developmentally and culturally appropriate planning, instruction, and assessment. Students will also learn about the impact of school and classroom culture and climate on student learning, and on relationships between students and teachers and teachers and other professionals in the school. May be repeated once for a maximum of 6.0 credits. This is the second course in a two-semester sequence (CURR 526, CURR 543). 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

EDFD505: Teaching, Democracy, and Schooling

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, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with CURR 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

EDFD509: Sociocultural Perspectives of Teaching

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

EDFD516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

EDFD519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates explore theory and the practice of learning and assessment with and empahsis on classroom evaluation and assessment procedures consistent with the New Jersey Core Curriculum Content Standards (NJCCCS). Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

ELRS580: Learning Theories

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

MATH122: Calculus I

Limits, continuity; derivative and differentiation; applications of the derivative, maxima, minima, and extreme considerations; antiderivatives; Riemann integral. Meets the 1983 General Education Requirement (GER) - Mathematics, Mathematics. 4 sh.

Prerequisites: MATH 111 or MATH 112 or placement through the Montclair State University Placement Test (MSUPT) or a satisfactory score on department's Calculus Readiness Test. (Students who did not satisfy the course prerequisite at MSU and students who received a grade of D-, D, or D+ in the prerequisite course taken at MSU are required to demonstrate competency on the department's Calculus Readiness Test.)

MATH221: Calculus II

Riemann integral applications, transcendental functions, techniques of integration, improper integrals, L'Hospital's rule, infinite series. Meets the 1983 General Education Requirement (GER) - Mathematics, Mathematics. 4 sh.

Prerequisites: MATH 122.

PHYS191: University Physics I

This one-semester calculus-based course including laboratory is a study of the principles of physics and some applications to society's problems. Topics covered include mechanics, thermodynamics, fluids, and harmonic motion. Meets the 1983 General Education Requirement (GER) - Natural/Physical Science, Laboratory or Non-Laboratory Science. 4 sh.

Prerequisites: MATH 122 is prerequisite or co-requisite.

PHYS192: University Physics II

Calculus-based course. Study of some principles of physics and some applications to society's problems. Topics include: wave motion, sound and noise pollution, optics, electricity, lasers, nuclear theory, radiation, nuclear reactors, waste disposal. Meets the 1983 General Education Requirement (GER) - Natural/Physical Science, Laboratory or Non-Laboratory Science. 4 sh.

Prerequisites: MATH 221 is prerequisite or corequisite.

PSYC560: Advanced Educational Psychology

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

Studies the improvement of nonclinical reading difficulties in the content subjects. For the subject area teacher and the beginning reading specialist. Secondary school reading needs and specific suggestions for guiding the slow, average, and gifted student in a classroom situation. 3 sh.

SPCM101: Fundamentals of Speech: Communication Requirement

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. Meets the 1983 General Education Requirement (GER) - Communication, Speaking/Listening. 3 sh.