TCNJ

68 Graduate Course Descriptions ELEM 515/ -Conflict Resolution One of the National Education Goals is the creation of safe and construc- tive learning environments. Educators are increasingly aware of the need to build community in classrooms and schools in order to help students have such environments. A key component of that is conflict resolution education. This course introduces participants to the broad field of con- flict resolution education (including social and emotional learning, anti- bullying programs, peer mediation, negotiation processes, expressive arts and conflict resolution education, restorative justice programs, and bias awareness programs). This course provides participants with exam- ples of programs and activities that can be used in education, gives them an opportunity to interact with experts in the field, and encourages them to consider how they can support and utilize conflict resolution education in their respective fields. Conflict Resolution in Education is developed in conjunction with the Conflict Resolution Education in Teacher Education (CRETE) Project funded by the United States Department of Education and several private foundations. In addition, the course information is supported by mate- rials on Conflict Resolution Education available on the grant-supported independent clearinghouse Web site ( www.creducation.org ). All course participants are encouraged to use this Web site as a resource throughout and after this course. Because of the focus on CRE in teacher education, this course is designed to help participants consider how they will infuse conflict res- olution education and social and emotional learning into their respec- tive fields of study. ELEM 520/ Multicultural Social Studies 2 cr. This course examines the purposes, scope, sequences, materials, and methodology of teaching social studies in the elementary school from a multicultural perspective. It develops skill in providing constructivist, inquiry-based instruction for all students and in assessing understanding of content. ELEM 521/ Methods for Teaching Science in the Inclusive Classroom 2 cr. This course examines the purpose, scope, sequences, materials, and meth - od ology of teaching science in inclusive elementary school classrooms. ELEM 522/ Methods for Teaching Science and Mathematics in the Inclusive Classroom 3 cr. This course focuses on the curriculum and methodology for teaching science and mathematics in inclusive classrooms, with an emphasis on methods for special educators who are meeting the needs of children with disabilities or learning challenges. It examines the elementary school science and mathematics curriculum, how children learn science and mathematics, and methods and strategies appropriate for teaching topics in these areas to students with special needs. It develops skill in providing constructivist, inquiry-based instruction for all students and in assessing their understanding of content. ELEM 550/ Supervision in Elementary Education 3 cr. An analysis of the responsibilities and services of elementary school supervisors based on the goals, structure, curriculum, faculty, students, and resources of elementary schools today. ELEM 555/ Advanced Study of Curriculum Development for Children and Adolescents 3 cr. A course designed to analyze, plan, develop, and evaluate the modern school curriculum. Emphasis will be placed on basis for decision making, processes for curriculum evaluation and improvement, and emerging developments in school curriculum. ELEM 597/ Special Topics in Elementary Education 1–6 cr. An advanced course devoted to an in-depth study of current or specialized topics selected by the faculty and approved by the department. ELEM 663/ Advanced Trends in Elementary Education 3 cr. Examination of current trends in elementary education through the criti- cal analysis of recent research. Topics emphasized are: (1) innovations in school and classroom organization; (2) recent developments in curricula; (3) current trends in evaluation, measurement, and grouping; (4) impli- cations of P.L. 94-142; and (5) competing viewpoints on current issues and practices in elementary education. ELEM 687/ Faculty-Student Research 3 cr. Prerequisite: Completion of 15 graduate credits This course provides the opportunity for a small group of students to work together with a faculty member on a collaborative project, or a series of related projects, that are part of a faculty member's ongoing research or scholarly program. ELEM 690/ Student-Teaching Seminar 2 cr. Prerequisite: EDUC 694 This seminar will expose participants to a range of interesting topics across the disciplines. Sessions will be offered primarily by guest experts who will share their passion for their topics and give participants learning opportunities similar to those they should be providing their own elementary school students. ELEM 694/ Internship I 3 cr. Prerequisites: Completion of required core courses; consultation and approval of program coordinator The Internship I experience will revolve around observation and limited teaching in a school classroom two full days a week for eight weeks under the guidance of a college supervisor. It will include weekly seminar meetings for one month prior to the classroom experience and a concluding seminar. Topics discussed include aims and objectives of educational programs, lesson and unit planning, methods of teaching and styles of learning, school curriculum, classroom management, and assessment of student progress. ELEM 695/ Internship II 4–8 cr. Prerequisite: Successful completion of Internship I The Internship II experience will be a full semester. The intern will gradually assume responsibility for planning, teaching, and directing the learning activities of the class, culminating in a minimum of two weeks of full-time classroom teaching. Each intern will be supervised by college supervisors and a cooperating teacher(s). ELEM 696/ Culminating Seminar in Elementary Education 3 cr. Prerequisites: Consultation and approval of the program coordinator Must be taken either (a) during the semester in which the student is registered to take the comprehensive examination; or (b) no more than one semester prior to the anticipated registration for the comprehensive examination. Designed to be the culminating seminar for all students in the MEd program. The course requires students to articulate, demonstrate, and utilize the knowledge, skills, and dispositions indicative of the integra- tion of previous graduate course work. Leadership and advocacy projects such as professional publications, curriculum audits, and other professional contributions are mandatory for successful completion of this course. ELEM 697/ Independent Study in Elementary Education 3 cr. Prerequisite: EDFN 500, 520, or 521 An in-depth study of a topic within the discipline of elementary educa- tion involving supervised reading, research, and regular conferences with the faculty adviser. Open only to students matriculated in the elementary education programs. ELEM 698/ Department Project in Education 3 cr. Prerequisite: EDFN 508 A critical independent study of an aspect of education of interest to the student that is explored under faculty guidance. Open only to students matriculated in the elementary education programs. ELEM 699/ Thesis/ Creative Project in Education 6 cr. Prerequisite: EDFN 508 An original research or creative study under the guidance of a thesis committee. Open only to students matriculated in the elementary education programs. ELEM 700/ Comprehensive Examination: Elementary Education Every candidate for a graduate degree must take a comprehensive examination that requires the candidate to synthesize and apply knowledge acquired throughout the program. See page 17 for comprehensive examination requirements. 244328_001-091_r1.indd 68 9/1/17 1:40 PM

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