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Sister Teresa A. Bruno, SC, Ed.D.
Teacher Education
Phone: (973) 290-4341
Email: tbruno@cse.edu
Office: Santa Maria Hall
1st Floor - Room 16

Joseph Ciccone, Ed.D.
Educational Leadership
Phone: (973) 290-4383
Email: jciccone@cse.edu
Office: Santa Maria Hall
2nd Floor - Room 22D

Education

Program Overview

The College of Saint Elizabeth has been recognized as a leader in teacher education since its founding over 100 years ago. In more recent years, the College has expanded its offerings to include graduate-level teacher certification and M.A. degrees in Education. Those who have earned their certifications and degrees at CSE continue to compete favorably for teaching positions.

CSE faculty recognize that programs in teacher education constantly must evolve to meet the demands of professional standards, state and national requirements for certification, expectations of regional and national accrediting bodies, and the changing criteria for highly-qualified teachers. To ensure the excellence of all CSE certifications and degrees in Education, the undergraduate and graduate teacher education programs are approved by the New Jersey Department of Education and the Teacher Education Accreditation Council (TEAC).

Flowing from the institutional mission of the College of Saint Elizabeth, the specific mission of all undergraduate and graduate programs in teacher education is to prepare competent, caring, responsible, professionally active educators who emerge as empowered leaders in their profession.

Outcomes

Students who earn CSE degrees and certifications in Education will:

  • Demonstrate knowledge of the subjects they are expected to teach.
  • Demonstrate competence in planning, teaching, and assessment through appropriate pedagogical strategies designed to address the diverse needs of learners and to promote literacy, critical thinking, and problem solving.
  • Increase their capacity to create for students inclusive, supportive, safe and respectful classroom environments that sustain intellectual, social, emotional, and physical development.
  • Promote the dignity of each individual, respecting the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political perspectives, and other ideologies.
  • Recognize the purpose of information and its application in the development of knowledge and enhance their skills in locating, evaluating, and effectively using information in decision making.
  • Develop skills in technology to support 21st century teaching and learning.

Graduates

Students completing CSE undergraduate and graduate teacher education programs can earn a New Jersey Certificate of Eligibility with Advanced Standing in the following areas: K-6, Teacher of Students with Disabilities, and K-12 Subject Area in Art, Biology, Chemistry, English, French (graduate level only), Mathematics, Social Studies, and Spanish.

The New Jersey State Department of Education awards permanent certification to all provisional teachers who successfully complete the state-required induction year in school districts.

CSE alumni teach in schools throughout New Jersey and the nation.

Requirements

B.A. in Teacher Education

The Undergraduate Education major provides students with two State of New Jersey teacher certifications and the possibility of a third certification for Teacher of Students with Disabilities, which is optional.

The Undergraduate Education minor provides students with one certification for Secondary Education and the possibility of a second certification of Teacher of Students with Disabilities, which is optional.

All students have the option to test into additional teaching certifications.

A Non-Certfication option is also available and provides students with the opportunity to complete a Bachelor's Degree in Education without teaching certification.

Areas of Emphasis

  • Inclusive Elementary/Early Childhood Education (Teacher of Students with Disabilities Certification Optional)
  • Inclusive Elementary, Middle School Math or Science Education (Teacher of Students with Disabilities Certification Optional)
  • Inclusive Secondary Education (Teacher of Students with Disabilities Certification Optional)

Requirements for Admission to the Major/Minor

  • Students who major in teacher education leading to certification must also have a second major in a liberal arts discipline at the College of Saint Elizabeth that is recognized as acceptable by the NJ Department of Education. Students who are in the Non-Certification option need to have a second major which can be in any program offered at the College. Students who minor in Secondary Education must have a major in a discipline at the College of Saint Elizabeth that is a content area eligible for Secondary Education teaching certification.
  • An overall GPA of 2.75 or above.
  • Passing score on the appropriate Praxis licensure test recognized by the New Jersey Department of Education (www.ets.org)

Inclusive Track in Elementary/Early Childhood Education

  • ED 101 Introduction to Education (2)
  • ED 105 Nature and Needs (3)
  • ED 252 Early Childhood (3)
  • ED 200 Curriculum Development and Behavior Management in Inclusive and Special Education (4)
  • ED 305 Math and Science Curriculum in Elementary and Early Childhood Education (4)
  • ED 310 Emergent Literacy in Inclusive Elementary and Early Childhood Education (3)
  • ED 315 Writing Across the Inclusive Elementary /Early Childhood Curriculum (3)

Total: 22 credits

Inclusive Track in Elementary, Middle School Math or Science Education

  • ED 101 Introduction to Education (2)
  • ED 105 Nature and Needs (3)
  • ED 200 Curriculum Development and Behavior Management in Inclusive and Special Education (4)
  • ED 305 Math and Science Curriculum in Elementary and Early Childhood Education (4)
  • ED 310 Emergent Literacy in Inclusive Elementary and Early Childhood Education (3)
  • ED 320 Writing Across the Middle School Math and Science Curricula (3)
  • ED 468 Content Methods: Middle School Math or Science (2)

Total: 21 credits

Inclusive Minor in Secondary Education

  • ED 200 Curriculum Development and Behavior Management in Inclusive and Special Education (4)
  • ED 361 Literacy in Secondary Education Content Areas (4)
  • ED 466 Content Methods: Art, English, History, Math, Sciences (1)
  • ED 510 World Languages (3)

Total: 9 or 11 credits

Common Core for Major and Minor Teacher Education Students

  • ED 465 Senior Practicum (2)
  • ED 467 Student Teaching (8) or ED495 Internship (8) (for Non-Certification students only)
  • ED 475 Seminar and Portfolio (4)
  • ED 480 Senior Education Research Seminar (Optional for Secondary Education Minor) (2)
  • PSY 251 Educational Psychology (4)

Total: 18 or 20 credits

Capstone Requirement

Students fulfill the College of Saint Elizabeth capstone requirement by successfully completing Student Teaching, Student Teaching Seminar and Portfolio. These components plus the student's Education Philosophy are presented in both written and oral forms to the Education Faculty. Preparing for the capstone requirement is offered in Ed 475 Seminary and Portfolio.

M.A. in Education

The College of Saint Elizabeth offers the Master of Arts in Education, Master of Arts in Educational Leadership, and Certification Programs approved by the New Jersey State Department of Education in Elementary Education (K-5), Secondary Education (K-12), and Special Education (Teacher of Students with Disabilities). The Master's can also be earned by combining initial certification and endorsement certification.

Program Philosophy

The graduate degree program in education offered by the College of Saint Elizabeth prepares education professionals to assume leadership roles in meeting the challenges of educational settings that represent current cultural, social, technological, economic, learning and health factors, and global concerns. In this program, the teacher is viewed as the central professional to bring the needed human/social services to children and families in an integrative manner. Professional educators are prepared to effectuate alliances between school and community settings to meet the comprehensive needs of children and their families.

Graduates are expected to emerge as empowered leaders who act with responsibility and accountability; this enhancement of their professional role should result in increased commitment and extraordinary practice.

Program Goals

The goals of the program are to:

  • Provide the opportunity to acquire the knowledge and skill necessary to address the diverse academic, cultural, social, technological, economic, and health needs of students in educational settings.
  • Provide the opportunity to acquire applied research skills, with an emphasis on technology.
  • Enable participants to become familiar with best practices in education as documented in the professional literature.
  • Prepare professional leaders who will serve in a variety of roles which bridge the school with community agencies, and to guide change in those settings.
  • Equip professional educators to utilize technology in educational settings.
  • Provide opportunities for teachers to advance in the profession to leadership roles in the schools.

Admission Requirements

Applicants must:

  • Be certified professional educators.
  • Have completed a baccalaureate degree with a 2.75 GPA on a 4.0 scale.
  • Complete a personal written statement.
  • Submit two letters of recommendation.
  • Submit official transcripts of all colleges attended.

Program Description

The M.A. in Education program is a sequenced program (minimum of 38 credits) that allows students to choose from two areas:

M.A. in Education with an Emphasis in Special Education

  • ED 665 Nature & Needs of Students with Educational Disabilities (3)
  • ED 671 Curriculum, Instruction, and special Materials for Students with Educational Disabilities (3)
  • PSY 619 Psychological Issues in Human Services Leadership (3)
  • ED 620 Introduction to Assistive Technology (3)
  • ED 659 Behavior Management of Students with Severe Special Needs (3)
  • ED 675 Resources, Services & Agencies (3)
  • ED 677 Action Research in Special Education (3)
  • MC 626 Ethical Issues in Human Services Leadership (3)
  • ED 681 Field Experience in Educational Technology (3)
  • ED 623 Assistive Technology for Reading and Writing (3)
  • ED 625 Assistive Technology for Individuals with Multiple Disabilities (3)
  • ED 627 Assistive Technology Assessment (3)
  • ED 629 Clinical Practice in Assistive Technology (3)

Program Guide

M.A. in Education with Initial Certification

This M.A. degree allows students who complete our initial Teacher Certification program (ACT 1) to matriculate into an M.A. program by selecting one of the other ACT choices. The options for this M.A. with Initial Certification are outlined below:

  • Option A (38 credits): Completion of ACT 1 (22 credits) along with Early Childhood Endorsement (10 credits) plus 6 credits in Ethical Issues and Action Research
  • Option B (46 credits): Completion of ACT 1 (22 credits) along with Teacher of Students with Disabilities Endorsement (21 credits) and an Ethical Issues Course (3 credits)

Admission Requirements

  • Successful completion (3.25 GPA) of initial certification program
  • Two recommendations from college faculty
  • Passing score on relevant Praxis exams
  • Personal Interview and written goal statement

Program Guide

M.A. in Educational Leadership

The M.A. in Educational Leadership program, offered by the College of Saint Elizabeth (CSE), is a 39-credit cohort-based program offered over a two-year time frame. It is designed to offer students the opportunity to gain the knowledge, skills and experience necessary for successful employment in school leadership positions. Students' educational studies will assist them to provide leadership, demonstrate ethical values, and offer dedicated service to all students and teachers in their care.

Upon successful completion of the program and a passing score on the SLLA Praxis, candidates will be eligible for a standard certificate as a supervisor and a certificate of eligibility as an assistant principal, director, and principal. Candidates for the principal's certification also must document at least three years of certificated teaching experience, as well as provide evidence that a fourth and fifth year will be completed during the course of studies.

Program Philosophy

The M.A. in Educational Leadership program offered by the College of Saint Elizabeth prepares education professionals to assume leadership roles in meeting the challenges in educational settings. The program is designed to prepare school leaders who have great vision, act in an ethical and moral manner, communicate effectively with all stakeholders in school settings and contribute effectively in promoting increased learning for all members of the educational community.

At its essence, this program will produce leaders who will offer dedicated service to all students, teachers and parents in their care. Graduates are expected to emerge as empowered leaders who act with responsibility and accountability; this enhancement of their professional role should result in increased commitment and extraordinary practice. Students must maintain a 3.25 GPA in order to continue in the program.

Program Goals

The goals of the M.A. in Educational Leadership degree are to:

  • Provide opportunities for candidates to acquire the knowledge, skills, and dispositions necessary for growth and development as school leaders based upon the NSPSSL/ISLLC standards.
  • Provide future school leaders with the opportunities to demonstrate an understanding of how to develop a vision of purpose, use information to frame a problem, and exercise leadership processes to achieve common goals.
  • Prepare candidates to function as ethically and socially responsible school leaders within a caring community of learning dedicated to teaching and learning excellence.
  • Prepare school leaders who are humane, confident, and professionally involved.

Admission Requirements

Applicants must:

  • Submit evidence indicating:
    • Possession of a standard teaching certificate
    • Evidence of three years of exemplary certified teaching experience
    • Writing sample
    • Two letters of recommendation from school(s) of employment
    • Evidence of academic accomplishment
  • Successfully complete a personal interview.

Program Description

The M.A. in Educational Leadership program consists of 39 credits of required coursework that is aligned to national standards for educational leaders (ISLLC). The work includes an administrative internship experience and an action research project. Courses are specifically sequenced to maximize effective learning. The program follows a cohort model where students stay together and complete the entire program in two years. This program is offered off-site.

Course Sequence (39 credits)

YEAR ONE

Fall

  • EDAS 601 Leadership in Learning Communities (3)
  • EDAS 603 Curriculum Theory and Practice (3)

Spring

  • EDAS 681 Supervision of Instruction (3)
  • PSY 637 Group Dynamics and Interpersonal Relationships (3)

Summer 1

  • EDAS 685 Field Internship I Online Course (3) – 100 hours
  • MC 626 Ethical Issues Online Course (3)

Summer 3

  • EDAS 688 Leadership Development Institute (3)

YEAR TWO

Fall

  • EDAS 609 Managing the School Community I (3)
  • EDAS 612 Leadership for Curricular Change (3)
  • EDAS 687 Field Internship II Online Course (3) – 100 hours

Spring

  • EDAS 610 Managing the School Community II (3)
  • EDAS 611 Action Research: Final Project II (3)
  • EDAS 689 Field Internship III Online Course (3) – 100 hours

Program Guide

Ed.D. in Educational Leadership

The Doctoral Program in Educational Leadership at the College of Saint Elizabeth is designed to prepare globally conscious and morally purposeful servant leaders for district leadership roles in Pre-K to 12th grade settings. The Ed.D. in Educational Leadership combines theoretical knowledge and practical application in an authentic school setting using the student's professional experience in school leadership. It is a sequenced 66-credit program to be completed during a three-year time frame.

Unique Elements of This Program

  • Students will complete all courses as a cohort (a group of approximately 20 students who progress through the program by taking all of their classes together).
  • Students will function as members of teams and work collaboratively on the study, collection, and analysis of data and the development of research-based solutions to educational problems. Research teams will extend beyond the College to the larger community.
  • The program meets N.J. requirements for certification as School Administrator (i.e. superintendent). The foundation of the program is aligned with the New Jersey Professional Standards for School Leaders (NJPSSL).
  • Students will receive personal attention and service from College departments at times that are convenient for working adults.
  • Flexible hours for advisement, registration, and career counseling are available to fit in with students' busy schedules.

Program Outcomes

Upon completion of the doctoral program the students will be able to:

  • Commit to and act upon the principles of servant leadership.
  • Evaluate the role of servant leaders as stewards of both human and fiscal resources.
  • Demonstrate their role to prepare both themselves and the learning community to build a just society.
  • Identify, promote, and sustain high performance learning communities.
  • Analyze and articulate the individual and social purposes of education.
  • Apply research methodologies for systemic improvement of schools and other educational communities and institutions.

Admission Requirements

Students applying for admission must present the documentation listed below to a selection committee comprised of Department of Education faculty. This committee will assess the documentation based upon the New Jersey Professional Standards for School Leaders (NJPSSL).

  • An M.A. in Educational Leadership or related field
  • Evidence of leadership experience including Certification as Principal and/or Supervisor
  • Outstanding academic success in prior graduate work including an official transcript from all undergraduate and graduate colleges/universities attended. Courses taken at colleges in countries outside the United States must be evaluated by WES (World Education Services) for a course-by-course evaluation. For additional information on certified university record translations, students should contact WES at 800-937-3895 or by email at info@wes.org.
  • Proof of writing ability, as evidenced by a professional or academic document or publication
  • One letter of recommendation from a college/university professor attesting to candidate's ability to perform a high level of academic work in the program
  • Two letters of recommendation attesting to professional competency (in addition to the one letter from college/ university professor)

The final step in the admission process will be a successful interview with a faculty committee.

Course Sequence

YEAR ONE

  • EDAS 701 Essential Competencies for Doctoral Studies (3)
  • EDAS 705 Servant Leadership (3)
  • EDAS 715 Emerging Perspectives on District Level Leadership (3)
  • EDAS 725 Education Public Policy Development and Advocacy (3)
  • EDAS 720 Seminar and Clinical Project I (3)
  • EDAS 716 Sustaining High-Performing Learning Communities (3)
  • EDAS 730 Educational Leadership in a Global Society (3)
  • EDAS 735 Seminar and Clinical Project II (3)

YEAR TWO

  • EDAS 741 Colloquium in Educational Leadership I (6)
  • EDAS 745 Education Finance and Strategic Thinking (3)
  • EDAS 765 Governance and Community Relations (3)
  • EDAS 750 Action Research Dissertation (3)
  • EDAS 755 School Law and Ethics (3)
  • EDAS 780 Collective Bargaining and Labor Relations (3)
  • EDAS 775 Dissertation Proposal Seminar (3)

YEAR THREE

  • EDAS 781 Colloquium in Educational Leadership II (6)
  • EDAS 785 Dissertation Advisement I (6)
  • EDAS 790 Dissertation Advisement II (6)

Program Requirements

  • 3.25 grade point average
  • Two clinical projects related to the development design of the action research dissertation
  • Completion of three semesters of internship experiences
  • Action research dissertation study and oral dissertation defense

Accelerated Certification for Teaching – A.C.T. 1, A.C.T. 2

The College of Saint Elizabeth believes in a strong liberal arts background for teachers, and in a developmental approach to teacher preparation. Accordingly, the College offers an accelerated program of teacher preparation, A.C.T. 1, leading to certification as K-12 Secondary Teacher and K-5 Elementary Teacher for individuals who hold a baccalaureate degree, but who have not yet pursued a program in teacher education.

Upon completion of A.C.T. 1, students may elect to continue with studies in Special Education or Early Childhood to obtain an M.A. in Education. The College offers a second program, A.C.T. 2, for certified teachers who wish to earn additional endorsement as Teacher of Students with Disabilities.

Admission Criteria for A.C.T. 1

An individual who is seeking K-12 certification must have earned a bachelor's degree in the major area for which they are applying: e.g. teacher of English must have a B.A. ; teacher of Biology must have a B.S. or B.A. in Biology. In addition, a passing score on the Praxis II Subject Assessment Tests and a minimum grade point average of 2.75 are required before admission. An individual who is seeking elementary teacher K-5 certification must have earned a bachelor's degree in liberal arts or pure sciences, or have successfully completed at least 60 liberal arts credits. In addition, the individual must have a minimum grade point average of 2.75 and have passed the Praxis Test in Elementary Education: Multiple Subjects before admission.

Requirements for A.C.T. 1

Individuals enrolling in the A.C.T. 1 will enroll in the following sequence of courses for 22 credits which is designed to comply with the curricular and student teaching requirements for a New Jersey instructional certificate, K-12 Secondary Teacher of major area, and Elementary Teacher K-5:

  • ED510 Linguistics and Second Language Acquisition (3)
    (Requirement for K-12 world language certification only.)
  • ED601 Education and Human Services Settings (3)
  • ED603 Curriculum Theory and Practice (3)
  • PSY606 Early Childhood, Childhood and Adolescent Development and Behavior (3)
  • ED605 Reading and Language Arts: Theory and Practice (3)
  • ED607 Practicum (1)
    (Required semester before student teaching.)
  • ED651 Math and Science: Curriculum and Instruction (3) – K-5 only
  • ED681 Field Experience in Educational Technology (3) – K-12 only
  • ED608AC Practice Teaching Seminar (1)
  • ED609AC Practice Teaching (5)

A student must be in good academic standing with a cumulative grade point average of 2.75 or better in order to apply for certification in all classes.

Admission Criteria for A.C.T. 2

Individuals seeking admission to A.C.T. 2 must be teachers who are currently certified or have completed A.C.T.1 to be eligible to enroll in A.C.T. 2 for an additional certificate, Teacher of Students with Disabilities. Certified teachers applying for additional endorsement in Teacher of Students with Disabilities must submit a copy of their initial certification.

Requirements for A.C.T. 2

Individuals enrolling in the A.C.T. 2 will enroll in the following sequence of courses for 18 credits:

  • ED665* Nature and Needs of Students with Educational Disabilities (3)
  • ED671* Curriculum, Instruction and Special Materials for Students with Educational Disabilities (3)
  • ED675* Community Agencies (3)
  • ED659* Behavior Management of Students with Severe Special Needs (3)
  • ED620* Technology in Special Education (3)
  • PSY619^* Psychological Issues in Human Services Leadership for Special Education (3)
  • ED677 Action Research in Special Education (3)

* May be applied to M.A. in Education emphasis in Special Education.

^ Course code is necessary for Teacher of Students with Disabilities Certification.

Special Education (Teacher of Students with Disabilities) Certification

The New Jersey Department of Education and the College highly recommend that all education students, majors and minors, add this endorsement for dual certifications.

This Certification program prepares students to teach in self-contained special education classes, resource centers, inclusion settings, public and non-public schools, and special education institutions and facilities. This Certification allows students to be highly qualified for teaching in specific levels of education. It is permanent upon completion of program requirements.

Students who wish to obtain this Certification:

  • Must complete either the Elementary/Early Childhood Education major or the Secondary Education minor
  • Must pass PRAXIS Exam(s) prior to senior year
  • This is not a stand-alone certification
  • Must complete the coherent sequence of courses listed below for a total of 21 credits.

Core Requirements

  • ED 105 Nature and Needs of Exceptional Learners (3)
  • ED 200 Curriculum Development and Behavior Management in Inclusive and Special Education (4)
  • ED 300 Technology in Inclusive Education (3)
  • ED 451 Resources and Agencies (3)
  • PSY 251 Educational Psychology (4)
  • PSY 315 Tests and Measurements (4)

Certificate in Assistive Technology

Students can also earn a Certificate in Assistive Technology in Special Education.

Course Sequence: 18 credits

  • ED681 Field Experience in Educational Technology
  • ED620 Introduction to Assistive Technology
  • ED623 Assistive Technology for Reading and Writing
  • ED625 Assistive Technology for Individuals with Multiple Disabilities
  • ED627 Assistive Technology Assessment
  • ED629 Clinical Practice in Assistive Technology

Course Listing

Course Level: 1

ED-101
Introduction to Education
Credit Hours: 2

This course is an introductory overview of the history and development of public education with a focus on contemporary issues in schooling. Discussed are the social-political structure of public education in the context of social justice; best practices in curriculum; significant thinkers in education philosophy and impact of diversity issues on educational settings. 15 hour introductory field observation and participation required.

ED-105
Nature & Needs of Exceptional Learners
Credit Hours: 3

This course will examine the learning, behavioral and personal/social characteristics of exceptional learners and resulting impacts on the teaching and learning process in a continuum of contemporary classroom and school settings. Instructional modes will include lecture, discussion, and student presentations. Pre-requisite: ED 101 for Majors only.

Course Level: 2

ED-200
CurrDevBehavMgmt in Inclusive & Spec Edu
Credit Hours: 4

This course is an application of principles of teaching and learning in curriculum and behavior management in inclusive preschool to secondary and post-secondary settings. 30 hour field observation and participation required in designated schools addressing a continuum of learner needs. Pre-requisite: ED 101and ED 105 for Majors only.

ED-252
Early Childhood Education
Credit Hours: 3

This course will provide a comprehensive introduction to early childhood education. Students will trace the development of significant curricula surrounding early childhood and study current innovations, gaining insights into the effective teachings and learning practices in early childhood settings. Specific methods and behaviors for fostering developmentally appropriate curricula grounded in diversity and multiple learning styles will be addressed. Various approaches to performance-based assessment will be studied. A participatory field experience will provide students with opportunities to observe children as they play and learn in quality early childhood settings. Pre-requisite: Ed 101; sophomore status. Students are responsible for their own transportation to the field settings.

Course Level: 3

ED-300
Technology in Inclusive Special Edu
Credit Hours: 3

This course will explore the ways in which technology can facilitate the learning and development of students with learning differences. Students will be introduced to a wide range of technologies that can support reading, writing, math, and language development in the classroom. Computer applications, technological aids and devices, existing and emerging technologies in education and rehabilitation will be considered. Instructional modes will include lecture, discussion, on-line learning, and field based projects. Pre-requisites: ED101 and ED 105 for Majors only; ED 200 and Junior Education Status for Majors and Minors.

ED-305
Math&ScienceCurrElemEdu&MiddleSch
Credit Hours: 4

This course will introduce the new technologies and strategies for project-based investigations in math and science for elementary and middle school classrooms. Course outcomes and assessments are based on the NJ Core Curriculum Standards for math and science in elementary and middle school settings. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Pre-requisites: Successful completion of Ed. 101 and junior level status. Pre-requisites: ED101, ED 105, ED 200, and Junior Education Status.

ED-310
Emergent Lit Inclusive Elem&EarlyChildEd
Credit Hours: 3

The design, implementation, and assessment of literacy curriculum in inclusive elementary and early childhood education school settings will be examined. Balanced literacy approaches derived from skill-based and constructivist curriculum practices are developed. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Prerequisites: ED 101, ED 105, ED 200, or Education Chairperson approval.

ED-315
WritAcrossCurricInclusiveElemErlyChildEd
Credit Hours: 3

The design, implementation, and assessment of literacy curriculum in inclusive elementary and early childhood education school settings will be examined. Balanced literacy approaches derived from skill-based and constructivist curriculum practices are developed. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Prerequisites: ED 310. Prerequisites: ED 101, ED 105, ED 200, or Education Chairperson approval.

ED-320
Writing Across MiddleSch Math&Sci Curric
Credit Hours: 3

This course introduces students to the use of integrated language and critical thinking skills in curriculum development and application in instructional units. Students will be able to facilitate learning in middle school math or science settings. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting (supervised Microteaching in Math or Science Content Area Setting.) Prerequisites: ED 310

ED-330
Literacy Secondary Edu Curriculum K-12
Credit Hours: 4

This course enables pre-service teachers to integrate theoretical and practical approaches for teaching all learners. It enables pre-service teachers to use integrated language skills to improve learning in the content areas. Students review current topics in literacy, teaching and planning strategies, and the use of technology which will enable them to work with learners to improve literacy skills. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting . Prerequisites: Ed 200

ED-341
Science in Early Childhood, Elementary & Special Education
Credit Hours: 3

A study of content background in science education for early childhood, elementary, and special education teachers. Students gain knowledge in the development of science lesson design, within a larger unit of study. Students use effective teaching methods based on hands on/minds on instruction through demonstration, laboratory experiences, long and short- term data collection in an inquiry based setting. Students design appropriate and various forms of authentic assessment practices. Prerequisites: ED 145, ED 253, PSY 241 and PSY 251; acceptance into education major.

Course Level: 4

ED-451
Resources & Services for Indiv w/ Disabi
Credit Hours: 3

An orientation to the essential resources and services available for persons with disabilities and their families in order to meet their personal, vocational, developmental, and health needs in schools, clinics, hospitals, rehabilitation and employment settings, and other public and private agencies. Instructional models will include discussion, research and field-based projects. The integration of persons with disabilities across the lifespan into mainstreamed settings from the perspective of Disability Studies and the Disability Rights Movement is a particular focus. Field work is required as an integral part of the course. Open to seniors in the TSWD Certification program and others with permission of the program chairperson. Prerequisite: ED 105, ED 200, ED 300, PSY 251, and PSY 315. Students need to provide their own transportation for field settings.

ED-464
Senior Practicum K-12
Credit Hours: 2

An opportunity to observe and participate in the teaching-learning process in specific subject-matter area classes under the guidance of a cooperating teacher. Seminars are held to coordinate and evaluate the practicum experiences. College supervisors will visit for initial observations. Prerequisite: student's approval for student teaching. Taken concurrently with ED 505. Must have passed PRAXIS exam(s). Students need to provide their own transportation for field settings.

ED-465
SenPract Early/Elem/MS/Secondary/SpecEdu
Credit Hours: 2

In senior practicum, students develop the understandings, skills, and dispositions essential for quality teaching. Students must demonstrate mastery of subject area content, lesson planning and multiple instructional strategies. Students will have the opportunity to participate in the teaching-learning process of Early Childhood, Elementary, Middle School, Secondary and Special Education depending on certifications. Students will practice teach in school settings are under the guidance of cooperating teachers. Seminars are held to coordinate and evaluate the Senior Practicum experience. College supervisors will visit for initial observations. Prerequisite: Student's approval for student teaching. Students must have passed PRAXIS exams related to their certification programs to be enrolled in ED101. Students need to provide their own transportation for field settings. Pre-requisites: ED 315, ED320, or ED330.

ED-466ART
Special Content:Art
Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

ED-466ENG
Special Content:English
Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

ED-466HIS
Special Content: History
Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

ED-466MATH
Special Content:Math
Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

ED-466SCI
Special Content:Science
Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

ED-467
Student Teaching
Credit Hours: 8

Student Teaching is an opportunity for qualified students to devote full time to a fulltime student teaching experience in approved schools. Students seeking an endorsement in teaching students with disabilities will spend time in Early Childhood, Elementary, Middle School Math or Science, Secondary, and/or Special Education settings. Those students not seeking an endorsement in Special Education will be placed in Early Childhood and Elementary, or Elementary/Middle School Math or Science, or Secondary High School settings. Students spend time observing, participating, and teaching under the direction of cooperating teachers and supervisors from CSE. CSE supervisors will visit student teachers on a regular basis in both settings in compliance with the NJDOE requirements. Conferences, both group and individual, are held on campus or in school settings during the student teaching period. All candidates for student teaching must obtain written clearance from their Education Program advisors and their liberal arts major advisors before being permitted to student teach. Advisors' approval indicates that students have completed all courses and incomplete grades by the end of the semester directly preceding student teaching. Prerequisite: Passing score on identified PRAXIS exam(s). Completion of all course requirements in all education programs, liberal arts majors and general education liberal arts core occur before the full-time student teaching semester. Student Teachers need to provide their own transportation to field settings.

ED-468
Content Methods:MS Math or Science
Credit Hours: 2

This course will provide an overview of current teaching methods and issues relevant to planning, implementing, and evaluating instruction in mathematics or science. Students will development an eclectic approach to teach mathematics or science to middle school students by acquiring strategies that meet the needs of diverse learners. Students prepare units and lessons that focus on the NJ Core Content Standards for mathematics or science. Ed 468 is taken concurrently with ED 465.

ED-475
Senior Student Teaching & Portfolio
Credit Hours: 4

This weekly seminar brings student teachers together as a cohort, providing continuing support for successful completion of the student teaching experience. Learning activities feature self-reflection, peer interactions, and responses to presentations by faculty and guest speakers. Topics for discussion include: strategies for working with parents, families, colleagues and administrators; school law; professional responsibility with regard to child abuse, substance abuse prevention, bullying, intimidation, and harassment; resume writing; and senior portfolio preparation. A senior portfolio based on coursework and field experience artifacts will be presented in both oral and written form to the Teacher Education Faculty during the student teaching semester. Ed 475 is taken concurrently with Ed 467.

ED-480
Senior Education Research Seminar
Credit Hours: 2

In this seminar, students complete a qualitative research project investigating the selection, organization, and implementation of curriculum in a school setting. Students are required to include a review of the professional literature, a reflection on the role of the teacher in curriculum decisions, and how professional and societal influences impact school organization and curriculum design. Pre-requisite: Taken concurrently with ED465.

ED-491
Independent Study
Credit Hours: 3

Open to students at the discretion of the program members. This course permits the student to pursue an area of interest under the direction of a faculty member or members. This work may be undertaken in conjunction with other programs if it is mutually agreeable. Ordinarily the independent study program cannot be substituted for a course in the program without prior approval of the program chairperson. Variable Credit, students can register for 1-4 credits.

ED-495
Internship
Credit Hours: 8

This internship is a real-world experience designed to meet the goals of the Undergraduate Education Studies-Non Certification Major. Supervised interns require a placement in which a student works with a supervisor and a cooperating teacher or a director in a business setting. Student interns concurrently will participate in seminar as part of the internship. Students must apply six months prior to the start of the internship (February 1 for fall placements and May 1 for spring placements). This course is limited to seniors in the Undergraduate Education Studies-Non Certification Program. Completion of all course requirements in all education programs, liberal arts majors and general education liberal arts core occur before the full-time internship semester. Interns need to provide their own transportation to field settings.

Course Level: 5

ED-500
Resources & Services for Indiv w/ Disabi
Credit Hours: 3

An orientation to the essential resources and services available for persons with disabilities and their families in order to meet their personal, vocational, developmental, and health needs. The integration of persons with disabilities across the lifespan into mainstreamed settings is a particular focus. Field work is required as an integral part of the course. Open to seniors in Special Education only; others with permission of the program chairperson. Prerequisite: senior status. Students need to provide their own transportation for field settings.

ED-505
School Organization & Curriculum Design
Credit Hours: 3

The selection, organization, and implementation of curriculum in a school setting is investigated by students in their practicum setting. The investigation is related to major pedagogical concepts from the professional literature, the role of the teacher in the decision- making process, and societal influences. Prerequisite: student's approval for student teaching. Taken concurrently with ED 464 or ED 465.

ED-510
Linguistics & Second Language Acquisit
Credit Hours: 3

The purpose of this course is to introduce students to the applications of general linguistic theory to the specific field of language acquisition. The course analyzes second language acquisition (SLA) theory as well as the history of SLA. It examines integrationist and cognitive approaches to SLA and explores the role of learner characteristics in SLA. Methods for teaching and learning second languages will be considered. This course is required for Certification in World Languages. This course is taken concurrently with Ed 465. (This course replaces Ed 466A.)

Course Level: 6

ED-601
Education & Human Services Settings
Credit Hours: 3

This course will examine the historical, philosophical, and cultural roots of education and human services settings, and their bureaucratic/social structures. In addition, an introduction to education as a profession will be included. Instructional modes will include lecture, discussion, and case study-based projects.

EDAS-601
Leadership & Learning Communities
Credit Hours: 3

This course is designed to provide students with the theoretical foundation in the field of school leadership. It requires all students to analyze their own belief system, strengths and needs in order to construct a personal Statement of Purpose that will guide them throughout the program. Emphasis will be on individual and small group dialogue where theoretical knowledge is constantly applied in real school settings.

EDAS-603
Curriculum Theory & Practice
Credit Hours: 3

This course is designed to provide an overview of the foundations, principles, and issues of curriculumdevelopment and evaluation of instruction.The course content will focus on both aspects of curriculum: theory and practice.Course includes a study of the concepts of philosophy,history, and sociology with emerging futuristic perspectives of school reform.

ED-603
Curriculum Theory & Practice
Credit Hours: 3

This course will examine the nature and development of curriculum, assessment procedures, strategies, and materials, and classroom management techniques.Models for curriculum development will include critical thinking, cooperative learning, and bias-free concepts. Performance-based assessment will be an additional focus. Instructional modes will include lecture, discussion, technology, media, research, and field-based projects.Co-requiste: ED 601.

ED-605
Reading & Language Arts:Theory & Practic
Credit Hours: 3

This course offers approaches to literacy education for early childhood, elementary, and secondary education. It presents insights into literacy acquisition and enhancement as well as strategies for empowering students as language learners across the curriculum. Topics include research in literacy education theories of learning in the language arts, whole language, children's and young adult literature, and ongoing professional growth. Prerequisites: ED 601,ED 603. Co-requistes: PSY 606,ED 607.

ED-607
Practicum
Credit Hours: 1

During this course, students will observe a classroom within their area of certification for a minimum of 15 hours. It is recommended that these observations are completed by 3 hours per day over a one week period. The purpose of this course is to assist students in preparing for their formal practice teaching experience. Prerequisites: ED 601,ED 603. Co-requistes: ED 605, PSY 606.

ED-608
Practice Teach Sem
Credit Hours: 2

EDAS-609
Managing the School Community I
Credit Hours: 3

This is the first of a two-course sequence that prepares future school leaders for themanagement functions required for effective school leadership. Managing school policy, school law, finance, and facilities will be studied in a problembased approach. Study of legal and ethical issues, court decisions and constitutional provisions will be examined as they impact and affect educational policy and practice relating to school administration.

ED-609
Practice Teaching
Credit Hours: 5

EDAS-610
Managing the School Community II
Credit Hours: 3

The second course of theManagement sequence will focus on the impact of earlier studies in the areas of school law and policy, finance, and facilities. The relationships of political, social, and ethical issues and how they impact on leadership and management principles will be themajor emphasis of the course.

EDOL-610
Intro Online Teaching and Learning
Credit Hours: 3

In this course students will be introduced to the design and delivery of online coursework. Concepts you will learn include the virtual classroom, synchronous vs. asynchronous learning, use of the web for instruction, virtual community, and the uses of the various technology tools. Current research on the standards for online teaching and learning will be examined. You will begin to construct a basic lesson or course component that you will continue to develop in remaining certificate course work, which will demonstrate your understanding and application of the core concepts in this class.

ED-610
Change Through Action Research
Credit Hours: 3

This courses focuses on classroom and school-based opportunities for teachers and school leaders to conduct research for the sole purpose of improving one's own practice. Through the use of case study, group descriptive and quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own settings and needs. The use and limits of both qualitative and quantitative research in educational settings will be carefully analyzed. Students must have regular access to a classroom.

EDAS-611
Action Research:Final Project
Credit Hours: 3

This'Capstone Experience'requires students to produce an Action Research project based upon the Internship experience. Students work in small groups to develop and present ameaningful project. An oral presentation as well as a written documentmust be successfully presented.

EDAS-612
Leadership for Curricular Change
Credit Hours: 3

This course focuses on classroomand school based opportunities for teachers and school leaders to conduct research for the sole purpose of improving one's own practice. Through the use of case study,group descriptive and quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own settings and needs. The use and limits of both qualitative and quantitative research in educational settings will be carefully analyzed.

ED-612
Seminar & Field Exp in Early Child Set I
Credit Hours: 2

In a seminar and related 15 hours of observation and participation in an early childhood setting, the development of pre-academic skills in the context of childhood play will be explored. Creation of a portfolio of pre-academic play learning activities will occur as a foundation of early childhood curricula. Prerequisites: ED 653,PSY 606.

ED-613
Seminar & Fld Exp in Early Child Set II
Credit Hours: 2

In a seminar and related 15 hours of observation and participation in an early childhood setting, the development of academic and affective skills will be explored. Creation of a portfolio of academic and affective learning activities will occur as a foundation of early childhood curricula. Prerequisites: ED 653, ED 654, PSY 606.

EDOL-615
Intro OL Authoring Tools & Mgmt System
Credit Hours: 3

This course provides the foundational information, concepts, issues, and ideas critical to understanding how to use various software tools to build online learning environments. Students will have the opportunity to utilize both commercial and free web based tools to create online teaching environments. Students will also be given the opportunity to experience online teaching utilizing a host of different learning management systems and webinar platforms.

ED-615
History of the Holocaust
Credit Hours: 3

Examination of Jewish life in Europe and North Africa before the Holocaust, rise of anti-Semitism, Nazi ideology and actions, and the implementation of the Holocaust from 1933 ' 1945. Focus on the roles of perpetrators, victims, collaborators, bystanders, resistance, and rescuers in the murder of 6 million Jews and other victims. The legacy and 'lessons' of the Holocaust will be considered.

ED-620
Intro to Assistive Technology
Credit Hours: 3

An overview of hardware and software for students with learning, cognitive, sensory, and physical disabilities. This course focuses on accessing and adapting computers.Technology integration and methods for collaborating with related services professionals are explored.

EDOL-620
Online Teaching Development & Design
Credit Hours: 3

This course will provide students with the opportunity to learn the skills of designing an online course and to use the 'Quality Matters' rubric to evaluate an online course. Students will also have the opportunity to learn how to develop student assessments that directly connect to the established course criterion.

ED-623
Assistive Technology Reading & Writing
Credit Hours: 3

Explores how hardware and software can enable students with reading and writing disabilities to achieve educational goals.Techniques for using computers in the learning process are examined, with hands-on experience in an Adaptive Technology Lab. Prerequisite: ED 620.

ED-625
Assistive Tech for Indiv w/ Multi Disab
Credit Hours: 3

Software options to address the learning needs of students with a variety of disabilities and curriculum levels will be examined, explored, and evaluated in this hands-on class. Students will learn to customize software for individual students. Prerequisite: ED 620.

EDOL-625
Captsone
Credit Hours: 3

This course will provide students with the opportunity to develop an online course utilizing the skills and content that they have learned in the program. Students can select from several different Learning Management Systems to build out the course. Students will have the opportunity to use a host of authoring tools to provide students with engaging and interactive online courses.

ED-627
Assistive Technology Assessment
Credit Hours: 3

Students will learn a variety of ways and strategies to do assistive technology assessments with students with disabilities. Students will look at best practices with regard to assistive technology assessments.This is a case study approach to choosing the most appropriate technology options for students of all ages with a variety of disabilities. Integrating the technology into the classroom setting will be emphasized. Prerequisites: ED 623, ED 625.

ED-629
Clinical Pract in Assistive Technology
Credit Hours: 3

Supervised practice in assistive technology assessment and training for students with disabilities. Prerequisite: ED 627.

ED-630
Leadership Training Issues in Educ Tech
Credit Hours: 3

This course examines the underlying principles of leadership and training as they pertain to technology coordination. The role of the educational technology coordinator in staff development and training, state and local technology planning, computer center management, and grant pro-curement will be studied. Systems models will be developed that can address these program goals.

ED-633
Family & Comm Resources in Early Child
Credit Hours: 3

This course will focus on children from birth to eight years of age. It will explore a developmentally appropriate sequence of theory and applications about the interplay between family and community and the lives of children as well as implications for schooling at the preschool, kindergarten and primary levels. Cognitive development as it relates to appropriate socialization in the family and community units will be considered. Pedagogical theory, including the elements of the N.J. Early Childhood Education Program Expectations will permeate the course.

ED-635
Genocide & Human Rights Modern History
Credit Hours: 3

Course topics range from the Armenian genocide, to the Holocaust, and to contemporary genocides in Cambodia, Bosnia, Rwanda, and Darfur, including their impact on women and children. The influence of the Holocaust on Raphael Lemkin's definition of the genocide* will be considered. The history of efforts to document, resist and combat prejudice, racism, hate crimes, and genocide will be examined. *Genocide means any of the following acts committed with intent to destroy, in whole or part, a national, ethnical, racial or religious group, such a killing members of the group; causing serious bodily or mental harm to members of the group; deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or part; forcibly transferring children of the group to another group.

ED-640
Technology in the Curriculum
Credit Hours: 3

This course examines, through software use and recent research, the impact of learning technologies on current curricular theory and the present and future capabilities of technology as a tool in restructuring of curriculum goals. Students will complete a project that includes the applications of technology in diverse educational settings, as well as the interaction of technology, curricular goals, student assessment, and learning environment.

ED-645
Teaching the Holocaust & Genocide
Credit Hours: 3

Course will enable teachers to apply the knowledge gained about the Holocaust and genocide in developing a teachable curriculum unit, in various subject areas (i.e. social studies, language arts, art, music), with appropriate goals and outcomes, strategies, and resources for classroom use with students in meeting the New Jersey mandate for K-12 Holocaust/genocide education. Curriculum should facilitate student knowledge of the Holocaust and genocide as well as on reducing prejudice, discrimination, bullying, and scapegoating. Focus will be on character education and the importance of being an 'upstander' instead of a 'bystander'. Prerequisite: ED615, ED635

ED-650
Theology,Philosophy,&Ethics of Holocaust
Credit Hours: 3

Course examines the role and impact of theology, philosophy, and ethics during the Holocaust and in dealing with contemporary genocides. The challenges of contemporary anti-Semitism and interreligious dialogue will be considered. Prerequisite: ED 615, ED 635

ED-651
Math & Science:Curriculum & Instruction
Credit Hours: 3

This course will examine the nature and development of mathematics and science curricula, strategies,materials, and computer applications.A particular focus will be on practical applications in educational environments. Instructional modes will include lecture, discussion, research and laboratory-based projects.

ED-653
Emergent Literacy in Early Childhood Set
Credit Hours: 3

Theory and practice of literacy instruction in P-3 early childhood settings will be examined. Applications of literacy issues will occur in the assessment, planning and development of curriculum in reading integrated with the language arts for emerging readers and writers. Integration of community resources, including the family, in the development of emergent literacy will be organization models for typically-developing and at-risk students in regular education inclusive settings as well as self-contained special education classrooms.

ED-654
Innovative School Meth & Prog Design
Credit Hours: 4

(Applied field project and placement in early childhood setting required for P-3 candidates.) This course will examine the issue of school reform and innovative programming and methodology. A major purpose of the course is to familiarize students with current educational practice from a research as well as a practical viewpoint, and to help students develop the skills to make rational, knowledge-based decisions for educational and early childhood settings. The issue will be examined from a broader perspective, looking at federal law and educational policy, social climate, level of development influences, and individual difference within the preschool and classroom settings. How these elements influence methodology and program design will be examined. A 15 hour field project will be required. Both a journal and classroom presentation will be required. Prerequisites: ED 653, PSY 606.

ED-659
Behav Mgt of Students w/ Sev Specl Needs
Credit Hours: 3

Course will focus on principles of behaviormodification and its application to the population of individuals with severe special needs. Students will be exposed to the theoretical constructs underlying classical and operant conditioning,management programs for increasing,decreasing, andmaintaining the frequency of behaviors, schedules of reinforcement, and other related topics within the total context of curriculumdevelopment. Prerequisites: ED 665,ED 671.

ED-660
Holocaust & Genocide in Culture
Credit Hours: 3

Examination of the role of culture before, during, and after the Holocaust as well as in influencing and recording the history and memory of the Holocaust and other genocides. Course readings and film screenings will highlight the significance of literature, film, art, exhibits, media, and popular culture to our understanding of how the Holocaust and genocide have been portrayed. Prerequisites: ED615, ED 635, ED 645, ED 650.

ED-665
Nature & Needs of Students w/ Educ Disa
Credit Hours: 3

This course will examine the learning, behavioral and personal social characteristics of educationally disabled students and their impact on the teaching/learning process in the classroom. Instructional modes will include lecture, discussion, and research.

ED-671
Curriculum,Instruction & Special Materia
Credit Hours: 3

This course will provide opportunities in the selection of teaching techniques andmaterials for the design and implementation of curricula for students with educational disabilities.This course will also examine formal and informal instruments and procedures used in the assessment and evaluation of persons with educational disabilities. Instructional modes will include lecture, discussion, and field-based projects.

ED-675
Community Agencies
Credit Hours: 3

This course will provide an orientation to resources and services available in schools, rehabilitation and employment settings,and other public and private agencies serving disabled individuals and their families. Instructionalmodes will include discussion, research, and field-based projects.

ED-677
Action Research in Special Education
Credit Hours: 3

This course focuses on classroom and school-based opportunities for teachers to conduct research for the sole purpose of improving one's own practice in working with special needs children. Through the use of case study, group descriptive or quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own setting and needs. The use and limits of both qualitative and quantitative research within a special education setting will be carefully analyzed. Research must be focused on children with learning disabilities. Students must have regular access to this population.

ED-681
Field Experience in Educational Technol
Credit Hours: 3

This course will provide both class and field experiences on types of technologies being used in education.This course examines instructional technology that is used for research, curriculum planning and implementation of instruction and also the impact of technology on instructional design.Students will be responsible for developing technology - integrated lessons in their content areas. Evaluationmodels will also be examined.

EDAS-681
Supervision of Instruction
Credit Hours: 3

This course will provide opportunities for the educator to become familiar with the following supervisory behaviors in order to improve instruction: approaches utilized in successful supervisory practice, the human elements in supervision and change and the supervisor.Students will demonstrate and apply knowledge other than research thatmay impact upon supervisory behavior. Utilizing knowledge gained fromprofessional literature and fieldbased research, students will identify ways in which knowledge of supervisory behavior can be applied to improve and evaluate instruction.

ED-682
Internet in Education
Credit Hours: 3

This course examines the educational and research applications of the Internet. This course also examines telecommunications issues. Students will learn to create their own homepage for the Web. Attention will also be given to the use of networked CD-ROM databases as research tools.

ED-683
Special Topics
Credit Hours: 3

An in-depth exploration of a specific topic that is of current interest to graduate students inmanagement.Approval of the ProgramDirector is required to register.

EDAS-685
Field Internship I
Credit Hours: 3

The first of a three-semester experience requires students to serve in leadership internship within their own school environment. Participants will perform and implement learned skills and strategies in each of the NJPSSL standards as well as 'shadowing'an effective leader in various administrative functions.

ED-685
Independent Study
Credit Hours: 0

Independent project in an area of individual special interest. The student and faculty advisor develop appropriate goals for the project which is then presented in a formal proposal. This course may require the preparation of a final paper and presentation. Prerequisite: Permission of the Director.

EDAS-687
Field Internship II
Credit Hours: 3

This course is a continuation of EDAS 685.

EDAS-688
Leadership Development Institute
Credit Hours: 3

This intensive week-long experience provides opportunities to examine, explain, analyze and utilize data to inform and guide decision making and reform efforts in a school. The Leadership Institute will be focused on understanding data as a means of improving instruction programming decisions based on the first year course work. This course is designed to provide an understanding of accountability systems, basic data analyses procedures, in order to guide decision making in the area of instructional improvement. It is centered on interpreting data as a means of improving instruction programming decisions centered on curriculum and program evaluation.

EDAS-689
Field Internship III
Credit Hours: 3

This course is a continuation of EDAS 687.

ED-695
Professional Portfolio
Credit Hours: 0

EDAS-695
Professional Portfolio
Credit Hours: 0

This product will reflect the essence of student learning throughout the entire M.A. in Educational Leadership program.

ED-697
Culminating Requirem
Credit Hours: 0

ED-699
Thesis
Credit Hours: 3

Course Level: 7

EDAS-701
Essential Competencies for Doct Studies
Credit Hours: 3

This course provides students with the necessary knowledge and skills for successful completion of the Ed.D. Program. These include Institutional Review Board certification, proficiency in academic research, technological expertise, and scholarly writing.

EDAS-705
Servant Leadership Institute
Credit Hours: 3

This intensive experience provides students with an opportunity for personal and professional renewal. The experience is designed to assist students reflect upon and clarify their moral purpose in their role as educational leaders and understand its importance to their continuous success in the profession.

EDAS-710
Data-Informed Decision Making
Credit Hours: 4

This course provides an in-depth review of scientific inquiry, research planning, and techniques of data-collection, observation and analysis as necessary and appropriate for the successful planning, assessment, and decision-making for district level and school-based educational leaders.

EDAS-711
Data-Informed Decision Making I
Credit Hours: 1

This course provides a review of scientific inquiry and research as necessary and appropriate for the successful planning, assessment, and decision-making for district level and schoolbased educational leaders.

EDAS-712
Data-Informed Decision Making II
Credit Hours: 1

This course provides a review of techniques of data-collection as necessary and appropriate for the successful planning, assessment, and decision-making for district level and schoolbased educational leaders.

EDAS-713
Data-Informed Decision Making III
Credit Hours: 1

This course provides a review of techniques of observation and analysis as necessary and appropriate for the successful planning, assessment, and decision-making for district level and school-based educational leaders.

EDAS-715
Emerging Perspective District Level Lead
Credit Hours: 3

This course explores the evolution of both the American system of schooling from the early 20th century to the present. Emphasis is placed on the changing social, economic, and political forces that have shaped, and continue to shape, the administration of the public schools. The challenges facing the contemporary school superintendents as they provide leadership for their learning communities is extensively studied through research, readings, discussions, and case studies.

EDAS-716
Sustaining High Performance Learn Comm
Credit Hours: 3

This course continues the exploration of leadership at the district level and its relationship to the development and support of the overall district learning community, as well as the learning communities that comprise the school system. Emphasis will be placed on the development of morally purposeful high performing learning communities, committed to social justice, and the importance leadership for learning and continuous growth.

EDAS-720
Internship, Seminar, & Clinical Proj I
Credit Hours: 3

Students are required to complete an internship experience on the district-level with a mentor superintendent and complete a clinical project to be approved by both their advisor and mentor. Students meet in small groups during the semester to report on their clinical project's progress and results, and to debrief their district level internship experience.

EDAS-725
Education Public Policy Devel & Advocacy
Credit Hours: 3

The development of educational policy requires a reflective and thoughtful leader to serve the school district's vision and the common good.This course explores policy development through the lens of school and non-school settings, as well as the role of state and federal government and schooling in a multicultural environment.

EDAS-730
School District Leadership in a Glob Soc
Credit Hours: 3

This course examines leadership practices in American and international educational settings. This cross-cultural experience focuses on research and theories of leadership and their application in a multitude of educational settings around the world. It provides the doctoral students with the opportunity to compare and contrast educational philosophies and methodologies of other nations with our American educational system, and serve to expand the students' global perspective.

EDAS-735
Internship,Seminar, & Clinic Practice II
Credit Hours: 3

Students are required to complete a second internship experience on the district-level with a mentor superintendent and complete a second clinical project to be approved by both their advisor and mentor. Students meet in small groups during the semester to report on their clinical project's progress and results, and to debrief their district level internship experience.

EDAS-741
Colloquium in Educational Leadership I
Credit Hours: 6

Doctoral faculty will plan a summer experience with input from the doctoral students. The experience may include discussions of their first year clinical projects, progress reports on their dissertation research. The plan will also include presentations and workshops conducted by national and/or international experts in the field of PK-12 educational leadership. (6 credits).

EDAS-745
Educational Finance & Strategic Thinking
Credit Hours: 3

This course provides students with state and federal directives on school finance, economic principles, and national income measures related to public education including local, state and federal methods of financing public education. The budgeting process is presented as directly related to mission and values-based strategic planning and the achievement of educational goals.

EDAS-750
Action Research Dissertation
Credit Hours: 3

Through extensive readings, research, study, and writing this course provides an opportunity for students to begin the preparation for designing their action research dissertations. Emphasis is placed on peer review and critique as students consider topic areas and methodology and share it with their advisors and other members of their cohort.

GST-750
Continuous Enrollment
Credit Hours: 1

Enables students who have registered for all credits but have not completed all coursework requirements to maintain continuous enrollment in their programs of study.

EDAS-755
School Law & Ethics
Credit Hours: 3

This course provides an overview of the legal and ethical dimensions of professional practice in contemporary American public education. Students examine the ethical dimensions of school law, by researching authentic case studies in order to ensure a reality based experience.This problem-based approach gives the students the opportunity to analyze various situations using the ethic of justice, the ethic of care, and the ethic of the profession.

EDAS-760
Internship,Seminar,& Clinic Practice III
Credit Hours: 3

Students are required to complete a third internship experience on the district-level with a mentor superintendent and complete a third clinical project to be approved by both their advisor and mentor. Students meet in small groups during the semester to report on their clinical project's progress and results, and to debrief their district level internship experience.

EDAS-765
Governance and Community Relations
Credit Hours: 3

This course provides students with knowledge of formal and informal decision-making structures in local communities and how they affect educational issues. The many sources of community influences are examined and analyzed, particularly the role of the local board. Effective and ineffective methods by which school administrators garner support from various sectors of the community are analyzed.

Who We Are

Founded in 1899 by the Sisters of Charity of Saint Elizabeth, the College of Saint Elizabeth has a strong tradition of concern for the poor, for developing leadership in a spirit of service and social responsibility, and a commitment to the promotion of women as full partners in society.

Learn more about the College

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College of Saint Elizabeth
2 Convent Road
Morristown, NJ 07960-6989
973-290-4000

© 2014 College of Saint Elizabeth
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