Mar 28, 2024  
2020-2021 Course Catalog 
    
2020-2021 Course Catalog [ARCHIVED CATALOG]

Course Descriptions


 Course numbering

— 100 to 499 Undergraduate

— 500+  Graduate

Abbreviations

ACCT - Accounting
LING - Linguistics
BIOL - Biology
MATH - Mathematics
CHEM - Chemistry and Biochemistry
MFTH - Marriage and Family Therapy
COMP - Computers
MGMT - Management
COMM - Communication MUGU - Music (Guitar)
COUN - Counseling
MUPI - Music (Piano)
CRMJ - Criminal Justice
MUSC - Music
DANC - Dance
MUVO - Music (Violin)
DRAM - Drama
NURS - Nursing
EASL - English as a Second Language NUTR - Nutrition
ECSE - Early Childhood/Special Education
PHCY - Pharmacy
ECON - Economics
PHED - Physical Education
EDUC - Education
PHIL - Philosophy
ENGL - English PHYA - Physician Assistant
EXSC- Exercise Science
PHYS - Physical Science
FIAR - Fine Arts
POLS - Political Science
FREN - French
PPOA - Public Policy and Advocacy
HDFS - Human Development/Family Studies
PSYC - Psychology
HESC - Health Science
PUBH - Public Health
HINF - Health Informatics
RELS - Religious Studies
HIST - History
SOCL - Sociology
IABS - Institute of Autism and Behavioral Studies
SOCW - Social Work
INFT - Information Technology
SPAN - Spanish
INTD - Interdisciplinary
SPEC - Special Education
INTS - International Studies
SPST - Sports Studies
LCPR - Latino Community Practice
WMST - Women’s Studies
 
  
  • CRMJ 499 - Coordinating Seminar


    3 Credits
    This is the senior capstone experience required for all Criminal Justice majors. The course is a comprehensive recapitulation and synthesis of prior coursework and field experiences, in which students will demonstrate mastery of the discipline and readiness to work as professionals in the Criminal Justice area. Faculty serve as consultants and mentors as students integrate research and practice-based learning with theories for practice.
    Prerequisite(s): CRMJ 410 - Field Study  
  
  • DANC 110 - Introduction to Jazz Dance


    1 Credits
    Exploration of the basic technique and theory of American jazz dance, with emphasis on form and style. Investigation of jazz movement as artistic expression. May be repeated for additional credit. (KN)
  
  • DANC 111 - Dance Production and Performance I


    1 Credits
    Repertory performed through membership in University of Saint Joseph Dance Group. Performances are held at the University and elsewhere. Participation in one dance technique class/semester required. (KN)
  
  • DANC 112 - Fundamentals of Ballet


    1 Credits
    Introduction to the artistic principles, style and fundamental concepts of classical ballet. Analysis of ballet aesthetics with emphasis on the development of technical and expressive aspects of ballet. May be repeated for additional credit. (KN)
  
  • DANC 120 - Discovering Dance in our Global Community


    3 Credits
    Introduction to world dance through movement exploration, videos, lectures, discussions and performances. Special emphasis on the role of dance in human culture as communication, expression, tradition and performance. (LAS) (HE) (KN) (Core:Fine Arts)

    Note: This course does not satisfy the GI (Global Issues) general education requirement.

  
  • DANC 122 - Dance as a Fine Art


    3 Credits
    Dance technique, dance theory, choreography and an exploration into the significance and communicative power of movement. Explore dance as a performing, theatrical art form. (LAS) (HE) (KN) (Core:Fine Arts)
  
  • DANC 124 - Modern Dance Technique I


    1 Credits
    Beginning dance movement in terms of body placement, flexibility and control, kinesthetic awareness, rhythm, dynamics and dance phrases. Explore the fundamentals of American modern dance. (KN)
  
  • DANC 210 - Jazz Dance II


    1 Credits
    Continued exploration of American jazz dance technique, with emphasis on alignment, conditioning, style and expression. May be repeated for additional credit. (KN)
    Prerequisite(s): DANC 110 - Introduction to Jazz Dance  or permission of instructor
  
  • DANC 211 - Dance Production and Performance II


    1 Credits
    Repertory performed through membership in University of Saint Joseph Dance Ensemble. Performances are held at the University and elsewhere. Participation in one dance technique class/semester required. (KN)
  
  • DANC 212 - Ballet II


    1 Credits
    Continued study of the artistic principles, style, basic skills and techniques of classical ballet. Focus on combining steps into rhythmic dance phrases. May be repeated for additional credit. (KN)
    Prerequisite(s): DANC 112 - Fundamentals of Ballet  or permission of the instructor
  
  • DANC 220 - History of Dance in Western Civilization


    3 Credits
    Dance in its creative and historical aspects. The significance of dance as an ancient form of primitive expression and tracing dance’s Western development through the Renaissance to contemporary dance. Open to first-year students. (LAS) (HE) (KN) (WR) (Core:Fine Arts)
  
  
  • DANC 295 - Exploratory Independent Study


    3 Credits
    Independent study opportunities in student teaching or performance.
  
  • DANC 311 - Dance Production and Performance III


    1 Credits
    Repertory performed through membership in University of Saint Joseph Dance Ensemble. Performances are held at the University and elsewhere. Participation in one dance technique class/semester required. (KN)
  
  • DANC 315 - Dance Pedagogy


    1 Credits
    An introductory course to provide basic fundamental information on dance pedagogy, dance anchor standards, integration and assessment to introduce students to the skills to be successful in applying dance and movement in the K-12 classroom and the dance studio. Through guided movement studies students will explore specific applications for teaching a variety of developmentally appropriate dance/movement forms.
    Prerequisite(s): One semester of a dance technique class
  
  • DANC 324 - Modern Dance Technique III


    1 Credits
    Advanced study of American modern dance. Exploration of new forms, new themes, advanced movement technique. (KN)
    Prerequisite(s): DANC 224 - Modern Dance Technique II  or permission of instructor
  
  • DANC 326 - Composition I


    1 Credits
    Study the basic principles of choreography in terms of space, time, dynamics, communication and invention. Emphasis on the individual creative use of movement for creating dances. (KN)
    Prerequisite(s): DANC 224 - Modern Dance Technique II  or permission of the instructor
  
  • DANC 411 - Dance Production and Performance IV


    1 Credits
    Repertory performed through membership in USJ Dance Ensemble. Performances are held at the University and elsewhere. Participation in one dance technique class/semester required. (KN)
  
  • DANC 485 - Internship


    3 Credits
    Internship in dance. Supervised work in a professional dance setting.
    Prerequisite(s): Departmental approval is required
  
  • DANC 495 - Advanced Independent Study


    3 Credits
    Independent study opportunities in student teaching and performance.
  
  • DANC 499 - Coordinating Seminar


    3 Credits
    Senior recital or senior thesis. Second semester, senior year.
  
  • DRAM 110 - Acting Fundamentals I


    3 Credits
    A beginning acting class that focuses on understanding and representing human behavior. Students engage in workshop activities staging scenes. (LAS) (HE) (KN) (Core:Fine Arts)
  
  • DRAM 111 - Acting Fundamentals II


    3 Credits
    A continuation of DRAM 110 - Acting Fundamentals I , with focus on issues of space, imagination, characterization and interaction. (LAS) (HE) (KN) (Core:Fine Arts)
  
  • DRAM 115 - Production Practicum


    1.5 Credits
    Practical production experiences in areas such as acting, stage management, set construction and costuming. May be repeated for a maximum of six credits.
  
  • DRAM 174 - Introduction to Theater


    3 Credits
    An introduction to the art of theater through an examination of representative plays, ranging from classical antiquity to modern European and American. Cross-listed with ENGL 174 - Introduction to Theater . (LAS) (HE) (Core:Fine Arts)
  
  • DRAM 200 - Special Topics in Theater


    3 Credits
    In-depth study of various aspects of theater and drama.
  
  • DRAM 217 - Modern Drama


    3 Credits
    Reading of major 20th century American and European dramatists, as well as study of significant dramatic trends during this period. Cross-listed with  . (LAS) (HE) (WR) (Core: Literature)
  
  • DRAM 253 - History of Theater I


    3 Credits
    Focuses on the history and development of world theater from the Greeks to 1700, including a survey of Asian theatrical practices. Cross-listed with ENGL 253 - History of Theater I . (LAS) (HE) (Core:Fine Arts)
  
  • DRAM 254 - History of Theater II


    3 Credits
    Investigates the history and development of Western theater from 1700 to the present. Cross-listed with ENGL 254 - History of Theater II . (LAS) (HE) (Core:Fine Arts)
  
  • DRAM 295 - Exploratory Independent Study


    3 Credits
    Content varies. In-depth focus on areas not part of the regular curriculum such as advanced direction, costuming, sets, sound, lighting and other theater topics.
  
  • DRAM 301 - From the Page to the Stage


    3 Credits
    The course emphasizes the visual and audio interpretation of a script in the tradition of modern directors and designers. Cross-listed with ENGL 301 - From the Page to the Stage . (LAS) (HE) (Core:Fine Arts)
  
  • DRAM 305 - Directing for the Stage


    3 Credits
    Basic skills of stage direction. Through practical exercises in a workshop setting, students develop the director’s tools, including the control of focus, the manipulation of blocking and business, and conceptualization and communication. (LAS) (HE) (Core:Fine Arts)
  
  • EASL 101 - English Language and American Culture


    3 Credits
    English Language and American Culture prepares international students for academic life at USJ. The course includes intensive study and practice in reading, writing, grammar and communication skills. The course also introduces students to American academic culture and classroom expectations at the University of Saint Joseph.
  
  • ECON 101 - Principles of Macroeconomics


    3 Credits
    Survey of determinants of the overall performance of the economy. Analysis of the basic economizing problem, national income accounting, income determination, business fluctuations, the public debt, elements of money and banking, and current macro-economic issues. (LAS) (AE) (Core:Social Science)
  
  • ECON 102 - Principles of Microeconomics


    3 Credits
    An introductory survey and analysis of consumer behavior, economics of the firm, market structures, resource pricing, labor policy and current micro-economic issues. (LAS) (AE) (Core:Social Science)
  
  • ECON 220 - Labor History in America


    3 Credits
    This course provides a historical overview of the American labor movement. Topics include: labor in colonial and revolutionary America, the first trade unions, Locofocoism and reform, the Knights of Labor, the Haymarket Affair, the AFL, the Wobblies, radicalism and reaction, the Great Depression, the New Deal, the CIO, the air traffic controllers strike and the modern erosion of the labor movement and of labor rights. Cross-listed with HIST 220 - Labor History in America  and POLS 222 - Labor History in America . (AE) (LAS) (Core:Social Science)
  
  • ECON 260 - Understanding the Global Economy


    3 Credits
    Introduction to the major features of the global economy. Examines trade, regional integration, factor mobility, foreign exchange regimes. Using the Internet, students have hands-on experience with relevant data and applications. Cross-listed with INTS 260 - Understanding the Global Economy . (LAS) (GI) (Core:Global, Social Science)
  
  • ECON 265 - Women in the World Economy


    3 Credits
    Locating women in the web of economy, whether in a rich industrial economy or in a developing economy. Women as significant economic actors whose status is determined by control over resources, work conditions and the products of labor. Investigates how economic systems and colonization affect gender relations. Cross-listed with WMST 265 - Women in the World Economy . (LAS) (GI) (WS) (Core:Global)(Core:Social Science, MWGS)
  
  • ECON 297 - Economics of Social Issues


    3 Credits
    This course applies standard and heterodox economic theory to contemporary social and political issues facing the United States. The issues addressed include poverty and welfare, discrimination and inequality, crime, social security, health care, immigration and public education. (CORE: Social Science)
  
  • ECON 375 - International Financial Economics


    3 Credits
    Reviews the financial foundations of the global economy, including changes needed in currency systems, international financial institutions and policy agendas. Examines the theoretical and policy underpinnings of international financial economics. (CORE: Social Science)
    Prerequisite(s): ECON 260 - Understanding the Global Economy , MGMT 250 - International Business  or permission of instructor
  
  • ECON 424 - Economic Considerations of Aging


    3 Credits
    This course introduces the theoretical and empirical implications of population aging in the United States. Topics include labor force participation, economic status of the elderly, lifecycle model of economic well-being, gender differences in economic status. economic determinants of retirement, and private and public pension systems. (CORE: Social Science)
  
  • ECSE 510 - Growth and Development in Early Childhood


    3 Credits
    Growth and development (physical, cognitive, social and emotional) in all children, conception to Grade 3, including those who are developing typically, those at risk and those with mild to profound disabilities. The course explores developmental theories, observational techniques and interpretation of data. We also consider transactions that support or impede development. Field study required.
  
  • ECSE 520 - Language Development and Emergent Literacy


    3 Credits
    Language acquisition and emergent literacy from birth through 5. The course covers: relation between views of development and intervention techniques; roles of parents, teachers and clinicians in language and early literacy development; sampling and analysis of language data; use of play in enhancing both normal and delayed language development; process of second-language learning; implications of language delay and second-language learning. Cross-listed with SPEC 511 - Language Development and Emergent Literacy .
    Other: Field study required
  
  • ECSE 530 - Parents, Families and Communication


    3 Credits
    An advanced course examining current developmental and family theories in contemporary contexts. Explores adaptive and maladaptive responses to developmental and family changes across the lifespan. Includes basic skills in relationship building, communication and developing family partnerships.
    Other: Field study required
  
  • ECSE 540 - Assessment: Pre-K to Grade 3


    3 Credits
    Identification and analysis of the purposes of assessment. Practical experience in selecting, evaluating, administering and interpreting a variety of assessment devices. Effective communication and use of findings in planning individualized programs for children who have special needs, are at risk or are developing typically. Laboratory fee and field study are required. Cross-listed with SPEC 512 - Assessment: Pre-K to Grade 3 .
    Other: Field study required
  
  • ECSE 555 - Programs for Young Children


    3 Credits
    This course covers programs and practices in early childhood education, including current issues and perspectives for the inclusion of children with special needs from Preschool to grade 3. The goals of early childhood education are identified, including the expanding role of early childhood programs in the broader context of educational, health and social services. Additionally, the course considers theoretical foundations, historical perspectives and research findings.
    Other: Field study required
  
  • ECSE 560 - Learning in a Social Context


    3 Credits
    An exploration into the ways children and adults learn. Students examine theories of learning that have current relevance to Early Childhood Education. They relate these theories to observations on children and reflections on their own childhood and adult learning experiences. Implications of these theories for educational practices are discussed with particular emphasis on the role of play in learning and on creating a social environment that encourages learning in early childhood.
    Other: Field study required
  
  • ECSE 576 - Primary Curriculum (Grades 1-3)


    3 Credits
    Methods and materials for teaching primary children (Grades 1-3). Emphasis is on creating an integrated, child-focused curriculum. Students plan curriculum activities based on content standards and student assessment with a focus on Science, Social Studies and Math. Class highlights approaches that promote active, constructivist learning, conceptual understanding and problem-solving skills.
    Other: Field study required
  
  • ECSE 580 - Practicum: Pre-K - Kindergarten


    3 Credits
    Practicum required for Early Childhood, Nursery to Grade 3 licensure candidates. This 5-week placement in a pre-kindergarten or kindergarten setting provides experience planning, co-teaching, teaching and assessing for the greatest positive impact on student learning. Emphasis is on meeting the needs of all learners in an inclusive classroom. Candidates participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars. 
    Prerequisite(s): Completion of licensure courses with minimum grade requirement met; application to the Student Teaching and Clinical Experiences office by February 1 for summer or fall practicum and September 15 for spring practicum.
    Other: No other coursework may be taken during this semester.
  
  • ECSE 587 - Pre-K to Kindergarten Curriculum


    3 Credits
    A developmental approach to creating appropriate learning environments in which children age 3 through kindergarten can become self-motivated, successful participants in their social and learning environments. Explores methods by which physical and social environment are designed to facilitate affective development, receptive and expressive communication, emergent literacy and numeracy, and the evolution of representational abilities and symbolic thinking.
    Other: Field study required
  
  • ECSE 590 - Special Topics


    3 Credits
    Special topic to be announced by the department each term.
  
  • ECSE 593 - Comprehensive Exam: M.A. Education, Early Childhood/Special Education with ASD


    0 Credits
    This non-credit-bearing course allows graduate students to complete their program-specific comprehensive exams online. Before registering for the course, students must apply to complete the exam and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
  
  • ECSE 594 - Comprehensive Exam: M.A. in Education, Early Childhood/Special Education


    0 Credits
    This non-credit bearing course is designed to allow graduate students to complete their program-specific comprehensive exams. Prior to registration for the course, students must apply to complete their exams and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
  
  • ECSE 595 - Independent Study


    3 Credits
    By arrangement with Early Childhood/ Special Education department.
  
  • ECSE 599 - Thesis


    3 Credits
    By arrangement with Early Childhood/ Special Education department.
  
  • EDUC 201 - Special Topics


    1-3 Credits
    See Course Search in MyUSJ for description of current offerings.
  
  • EDUC 205 - Foundations of Education


    3 Credits
    This course provides an introduction to the profession of teaching. Candidates will examine the history of the U.S. educational system, law related to education and a variety of contemporary education issues. Candidates will also continue to develop their understanding of teaching and learning as it relates to lesson planning. A related field study is required. EdTPA Teaching Fee :$77 (WR)
  
  • EDUC 210 - Incorporating Technology into 21st Century Skills and Learning


    3 Credits
    In today’s globally diverse and digital world, our students are consuming and producing many forms of electronic media. Multiple forms of digital media will be examined and constructed as participants will experience a variety of ways that technology can be used to support and enhance learning in the 21st century. This technology course will focus on how the 21st century learner needs to communicate, collaborate, think critically and creatively to be a productive citizen in today’s networked society. Participants will explore multiple social media platforms, blog weekly, create practical applications in disciplines (i.e. lesson plans for teaching candidates; scientific inquiry for biology majors, etc.) using a variety of Web 2.0 applications. They will also create a PLN (Personal Learning Network) through Twitter. (IT) (CORE: Computer)
  
  • EDUC 240 - Textiles and Clothing


    3 Credits
    This course prepares candidates to use a variety of tools, equipment and supplies for apparel and textiles construction. Students demonstrate basic skills in producing apparel and assess effects of textile characteristics on design, construction, care, use and maintenance of products. Students also synthesize the process of creating fabrics from fibers, connect the basic concepts of the legal and environmental concerns related to textiles and the apparel industry, analyze career paths within the industries and review instructional materials on textile and apparel concepts.

     

  
  • EDUC 241 - Adolescent Development


    3 Credits
    An introduction to the major theories and concepts of adolescent development. Students consider classic and contemporary research on adolescents’ physical, social, moral and cognitive development. Cross-listed with PSYC 241 - Adolescent Development .
    Prerequisite(s): PSYC 100 - Introductory Psychology  
  
  • EDUC 250 - Reading and Social Studies


    3 Credits
    Topics and experiences are organized to promote interactions among learners and teachers in the elementary grades. The inquiry approach is used to create a learning environment that actively engages students, extends students’ ideas and develops problem-solving skills. In addition, reading social studies text requires specialized knowledge of text structure. As a result, all elementary teachers must be able to work with all students regardless of their reading ability. Therefore, this course is a study of the cultural, social and psycholinguistic principles and practices underlying reading and learning to read in today’s society. Included are study of comprehension, word recognition, the reading and writing connection, and assessment, as they interrelate. 
  
  • EDUC 251 - Teaching in Culturally and Linguistically Diverse Classrooms


    3 Credits
    This course focuses on five major themes: 

    1. Students’ own stereotypes, biases and cultural socialization and their impact on student learning
    2. The examination of the concept of culture: moving away from “trait-based” notions of culture toward a more dynamic view that foregrounds complexity and multivocality
    3. The impact of multiple forms of exclusion and discrimination, including racism, sexism and classism, and how they play out in society and within interactions and expectations of others
    4. Learning and acquiring English as a second language and the role of the native language in this process. The examination of bilingual and English as a second language education models and the application of theories and research to second-language learning process.
    5. The interplay of these dimensions of the social (individual, cultural, linguistic, institutional and historical) in educational settings

    Discussions and critical analysis will include how society and our own interactions marginalize and oppress certain groups, such as children from culturally, racially and linguistically different backgrounds, from low socioeconomic communities and LGBTQ (Lesbian, Gay, Bisexual, Transgender, Questioning). A field study is required in a bilingual or multilingual schooling context.

    Candidates develop an awareness of their own stereotypes and biases, examine cultural identity processes and second-language acquisition, and explore what it is like to be a child from a non-dominant culture in U.S. classrooms. Candidates learn how to support all students in their classrooms.

  
  • EDUC 265 - The Elements of Teaching


    3 Credits
    This course provides an introduction to the elements of teaching. Special attention will be paid to learning theories, unit and lesson planning, teaching strategies and models, differentiated instruction and student evaluation. Additionally, this course integrates the use of related technologies and a required field study. Cross-listed with SPEC 265 - The Elements of Teaching . EdTPA Teaching Fee :$77.
  
  
  
  • EDUC 341 - Effective Teaching of Mathematics


    3 Credits
    This course is designed for pre-service elementary teachers to help all children learn mathematical concepts, skills, attitudes and problem-solving techniques. Students discuss and use teaching strategies, techniques and learning activities related to specific mathematical topics. Emphasis is on models and materials to develop concepts and understanding so that mathematical learning is meaningful. The course is aligned with standards from the National Council for Teaching of Mathematics and the Connecticut Common Core. Field study required.
    Prerequisite(s): EDUC 265 - The Elements of Teaching  or SPEC 265 - The Elements of Teaching  
  
  • EDUC 343 - Process of Teaching Science


    3 Credits
    Students will learn major science and social studies topics to develop how and what to teach children. The focus is on hands-on, minds-on learning experiences that help children participate responsibly in a democratic society and a global community. National and state standards provide direction for curriculum, resources, teaching methods and assessment techniques. One full day per week field experience is required each Tuesday.
    Prerequisite(s): EDUC 265 - The Elements of Teaching  or SPEC 265 - The Elements of Teaching  
    Corequisite(s): EDUC 370 - The Language Arts  
  
  • EDUC 350 - Teaching and Learning in the Content Areas


    3 Credits
    Students work with content-area specialists to understand the structure of their discipline, best practices in teaching in their content area, and the student resources and professional development materials available. Each content area section includes examination of teaching and learning styles in the 7-12 inclusive classroom, effective higher-level thinking, backwards design and content area-specific strategies and planning. Students create and practice performance-based lesson plans and develop a performance-based content unit with a variety of teaching strategies that address the diversity of students in the 7-12 classroom. Observation and field study required.

    Section 01-Social Studies and History

    This Social Studies methods course will enable candidates to learn and demonstrate the knowledge and skills necessary for them to teach Social Studies on the secondary level. The foundation of this course will be the Conceptual Framework of the University of Saint Joseph School of Education, the Connecticut State Department of Education regulations, including the Common Core of Teaching, the Social Studies Frameworks and the standards of the National Council for the Social Studies. The focus will be on planning, implementing and evaluating instruction and curriculum. The course will cover specific strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. The use of primary sources will be emphasized. Field study is required.

    Section 02-World Language

    This is a foreign language methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach the Romance languages at the middle/secondary level. The foundation of this course is the Conceptual Framework of the University of Saint Joseph School of Education, the regulations of the Connecticut State Department of Education, including the Common Core of Teaching and Foreign Language Frameworks, as well as the standards of the American Council for Teaching Foreign Languages. The focus will be on second-language teaching methods. Language learning skills will be reviewed (listening, reading, writing, speaking) as well as the psychosocial aspects of language learning. Teacher candidates will understand the National Standards for Foreign Language Learning in the 21st Century (communication, culture, connections, comparison and community) and the ACTFL Proficiency Guidelines. Candidates will plan, implement and evaluate instruction and curriculum as well as specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. They will pay special attention to the technology component of teaching and learning. Field study is required.

    Section 03-Mathematics

    This is a mathematics methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach math at the middle/secondary level. The foundation of this course is the Conceptual Framework of the University of Saint Joseph School of Education, the regulations of the Connecticut State Department of Education, including the Common Core of Teaching and the Common Core Standards, as well as the standards of the National Council of Teachers of Mathematics. The focus will be on planning, implementing and evaluating instruction and curriculum. The course also covers specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

    Section 04-Science

    This is a science methods course that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach Science at the middle/secondary level. The foundation of this course is the Conceptual Framework of the University of Saint Joseph School of Education, the regulations of the Connecticut State Department of Education, including the Common Core of Teaching and the Science Frameworks, as well as the standards of the National Science Teachers Association. The focus will be on planning, implementing and evaluating instruction and curriculum. The course will cover specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

    Section 06-English

    This is an English methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach English at the middle/secondary level. The foundation of this course is the Conceptual Framework of the University of Saint Joseph School of Education, the regulations of the Connecticut State Department of Education, including the Common Core of Teaching and the Common Core Standards, as well as the standards of the National Council of Teachers of English. The focus will be on planning, implementing and evaluating instruction and curriculum. The course will cover specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.
    Prerequisite(s): EDUC 205 - Foundations of Education  and EDUC 265 - The Elements of Teaching  or SPEC 265 - The Elements of Teaching  

  
  
  • EDUC 370 - The Language Arts


    3 Credits
    An introduction to principles, processes and practices that integrate the six English language arts: reading, writing, listening, speaking, viewing and visually representing throughout the elementary curriculum. Emphasis on the application of research. One full day per week field experience required.
    Prerequisite(s): EDUC 322 - Developmental Reading in the Elementary School  
  
  • EDUC 420 - Student Teaching & Student Teaching Seminar: Elementary


    12 Credits
    Student teaching is required for undergraduate elementary licensure candidates. This 16-week classroom experience focuses on the practical application of instructional theory to facilitate the teaching-learning process. Under the supervision of qualified elementary educators, candidates will plan, instruct and assess for the greatest positive impact on student learning. They will  teach and co-teach individuals, small groups and whole classes. They will also participate in parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars. EdTPA Teaching Fee :$309
    Prerequisite(s): Acceptance into the Education Department at least one semester prior to student teaching; completion of general education and licensure courses with minimum grade requirement met; Praxis II scores reported to the licensure office; successful completion of student teaching application by February 1 for fall student teaching and September 15 for spring student teaching.
    Other: Open to seniors only. No other course work may be taken during the student teaching semester. Fee required for Consortium students.
  
  • EDUC 430 - Practicum: Elementary


    3 Credits
    This practicum is required for undergraduate special education degree candidates to fulfill the elementary licensure cross-endorsement component. This 5-week experience in an elementary classroom focuses on the practical application of instructional theory to the teaching-learning process. Under the supervision of qualified elementary educators, candidates will plan, instruct and assess for the greatest positive impact on student learning. They will teach and co-teach individuals, small groups and whole classes. Students will also participate in parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars. 
    Prerequisite(s): Acceptance into the Education Department at least one semester prior to student teaching; completion of general education and licensure courses with minimum grade requirement met; Praxis II scores reported to the licensure office; successful completion of student teaching application by February 1 for fall practicum and September 15 for spring practicum. 
    Corequisite(s): SPEC 447 - Student Teaching: Students with Disabilities  
    Other: Open to seniors only. No other course work may be taken during this semester. Fee required for Consortium students.
  
  • EDUC 440 - Student Teaching & Student Teaching Seminar: Secondary


    12 Credits
    Student teaching is required for undergraduate secondary licensure candidates, Grades 7 through 12. This 15-week classroom experience focuses on the practical application of instructional theory to the teaching-learning process. Under the supervision of qualified secondary educators, candidates will plan, instruct and assess for the greatest positive impact on student learning. They will teach and co-teach individuals, small groups and whole classes. Also, they will participate in parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars. EdTPA Teaching Fee :$309
    Prerequisite(s): Acceptance into the Education Department at least one semester prior to student teaching; completion of general education and licensure courses with minimum grade requirement met; passing scores on Praxis II reported to the licensure office; successful completion of student teaching application by the deadlines for student teaching.
    Other: Open to seniors only. No other course work may be taken during the student teaching semester. Fee required for Consortium students.
  
  • EDUC 449 - Student Teaching Seminar


    3 Credits
    Weekly seminar taken by all teacher candidates during their student teaching practicum experience or durational shortage area (DSAP) practicum. Topics include classroom environment and student engagement; planning, instruction, and assessment for active learning; professional responsibilities and teacher leadership; disciplinary-specific educational practices; culturally responsive pedagogy; collaborative problem solving around challenges presented in the student teaching practicum; and professional development and career planning.
  
  • EDUC 485 - Internship


    3-6 Credits
  
  • EDUC 495 - Independent Study


    1-3 Credits
  
  • EDUC 501 - Educational Psychology


    3 Credits
    A study of learners and the learning process. The course will include: development of cognitive functions, language and personality, gender and cultural differences, learning theories, motivation, research on teaching, tests, measurements, and evaluation. Students will examine curriculum related to the effects of substance abuse and nutrition on learning/learners.
  
  • EDUC 502 - Human Growth and Development


    3 Credits
    Human development from conception through adulthood, including senior years. Emphasis is placed on the developmental tasks, characteristics, needs and problems of infancy, childhood, adolescence, adulthood and senior years as they relate to teaching and parenting.
  
  • EDUC 503 - Adolescence


    3 Credits
    Theories and methods of research in the study of the adolescent will be analyzed with particular attention to cognitive, physical, social, emotional and moral development. The course will also cover development of the identity, including gender roles and sexuality and the troubles and trials of this development period. We will study the influences of parents, peers and the school on the developing pre-adolescent, early adolescent and adolescent. Data collection is required through observation and interviews of preteens and teens. Readings focus on application to schools. Cross-listed with HDFS 503 - Adolescent Development .
  
  • EDUC 505 - Teaching of Literature for Children


    3 Credits
    Overview and critical analysis of genre, literary elements and authors of literature read by elementary children. This will include fantasy, traditional literature, picture books, biography, realistic fiction, information books, historical fiction and multicultural literature with consideration of issues such as censorship and gender. Master’s degree students engage in the evaluation, collaboration and redevelopment of children’s literature to meet the needs of current and future learners affected by new curricular requirements. Project-based fieldwork is required where schools are using the new literature standards from the Common Core State Standards and from the International Reading Association and the National Council of Teachers of English.
  
  • EDUC 506 - Teaching the Adolescent Literature


    3 Credits
    A genre overview of literature written for or read by adolescents. This includes dystopia, fantasy, science fiction, realistic, historical, biography, picture books, poetry, drama, adventure, mystery, humor, short stories, comics, LGBTQ, graphic, informational and digital texts. Emphasis on adolescent development, text complexity, quality, range, engagement, censorship and professional resources. Students participate in the evaluation, collaboration and redevelopment of adolescent literature in the content areas to meet the needs of current and future learners affected by new curricular requirements. Project-based fieldwork is required where classes are using the interdisciplinary application of the literature standards from the Common Core and International Reading Association/ National Council of Teachers of English.
  
  • EDUC 507 - Developmental Reading in the Elementary School


    3 Credits
    This course is an introduction to the theories, philosophies, methods and practices essential to the teaching of reading and writing, and learning to read and write in today’s society. The focus is on the teacher as researcher. Included are the five components of reading (phonemic awareness, phonics, vocabulary, fluency and comprehension). We will also focus on word recognition, standards and assessment, critical and creative reading, and the reading and writing connection in a holistic classroom. We will answer the all-important question: How do you teach children to read and write?
    Prerequisite(s): EDUC 524 - Instruction and Curriculum  or SPEC 524 - Instruction and Curriculum  
  
  • EDUC 508 - Reading and Writing Development in Secondary Content


    3 Credits
    An in-depth examination of the language, cognitive and social processes of reading and writing in the context of subjects taught in secondary school. Emphasis on the teacher as researcher.
    Prerequisite(s): EDUC 528 - Instruction and Curriculum for Secondary Teaching  
  
  • EDUC 509 - Language Arts in the Elementary School


    3 Credits
    A comprehensive review of various principles and methods that integrate the six language arts: speaking, listening, writing, reading, representing and viewing. The focus will be on the teacher as researcher.
    Prerequisite(s): EDUC 524 - Instruction and Curriculum  
  
  • EDUC 510 - Children and Mathematics


    3 Credits
    A study of the Mathematics curriculum for elementary grades. Teaching strategies, techniques and learning activities focus on National Council of Teachers of Mathematics standards and topics, manipulative experiences and constructivist theories. Modifications also provided for exceptional, diverse and at-risk learners in the general education classroom.
    Prerequisite(s): EDUC 524 - Instruction and Curriculum  or SPEC 524 - Instruction and Curriculum  
  
  • EDUC 511 - Educational Issues: Contemporary and Historical Perspectives


    3 Credits
    This course will critically examine the philosophical, historical and social foundations of education in contemporary society. A wide range of curriculum and policy issues will be explored. Students will develop an in-depth understanding of the major debates in the profession.
  
  • EDUC 512 - Teaching for Learning in the Content Areas


    3 Credits
    Students work with content-area specialists to understand the structure of their discipline, best teaching practices in their content area, and the student resources and professional development materials available in their content area. Each content area includes examination of teaching and learning styles in the 7-12 inclusive classroom, effective higher-level thinking, backwards design and content area-specific strategies and planning. Students create and practice performance-based lesson plans and develop a performance-based content unit. They will use a variety of teaching strategies that address the diversity of students in the 7-12 classroom. Observation and field study required.

    Section 01-Social Studies and History

    This course is a Social Studies methods course that will enable candidates to learn and demonstrate the knowledge and skills necessary for them to teach Social Studies on the secondary level. The foundation of this course will be the Conceptual Framework of the University of Saint Joseph School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching, the Social Studies Frameworks and the standards of the National Council for the Social Studies. The focus will be on planning, implementing and evaluating instruction and curriculum as well as on specific strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. The use of primary sources will be emphasized. Field study is required.

    Section 02-World Language

    This is a foreign language methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach the Romance Languages at the middle/secondary level. The foundation of this course is the Conceptual Framework of the USJ School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching and Foreign Language frameworks, as well as the standards of the American Council for Teaching Foreign Languages. The focus will be on second-language teaching methods. Language learning skills will be reviewed (listening, reading, writing, speaking) as well as the psychosocial aspects of language learning. Teacher candidates will understand the National Standards for Foreign Language Learning in the 21st Century (communication, culture, connections, comparison and community) and the ACTFL Proficiency Guidelines. Candidates will plan, implement and evaluate instruction and curriculum. They will also learn specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Special attention is paid to the technology component of teaching and learning. Field study is required.

    Section 03-Mathematics

    This is a mathematics methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach Math at the middle/secondary level. The foundation of this course is the Conceptual Framework of the USJ School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching and the Common Core Standards, as well as the standards of the National Council of Teachers of Mathematics. The focus will be on planning, implementing and evaluating instruction and curriculum. They will also learn specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

    Section 04-Science

    This is a science methods course that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach Science at the middle/secondary level. The foundation of this course is the Conceptual Framework of the USJ School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching and the Science Frameworks, as well as the standards of the National Science Teachers Association. The focus will be on planning, implementing and evaluating instruction and curriculum. Students will learn specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

    Section 05-Family and Consumer Science

    This is a Family and Consumer Sciences course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach Family and Consumer Sciences at the middle and secondary level. The foundation of this course is the Conceptual Framework of the USJ School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching and the Common Core Standards, as well as the Connecticut Frameworks for Family and Consumer Sciences. The focus will be on planning, implementing and evaluating instruction and curriculum. The course also covers specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

    Section 06-English

    This is an English methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach English at the middle/secondary level. The foundation of this course is the Conceptual Framework of the USJ School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching and the Common Core Standards, as well as the standards of the National Council of Teachers of English. The focus will be on planning, implementing and evaluating instruction and curriculum. The course also covers specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

     
    Prerequisite(s): EDUC 524 - Instruction and Curriculum  or EDUC 528 - Instruction and Curriculum for Secondary Teaching , may be concurrent with EDUC 532 - Curriculum and Pedagogy in the Secondary School  

  
  • EDUC 513 - Curricular Applications of Multiple Intelligences Theory


    6 Credits
    This course is a rich mix of dance, theater, music and educational pedagogy. Graduate students will learn Gardner’s theory of multiple intelligences, constructivism and differentiation as they apply arts standards in planning and implementation of instructional strategies. Participants engage in lesson planning, unit design, performance and instruction. They receive first-hand knowledge in using the arts from visiting guest artists and University of Saint Joseph faculty. Graduate students will have the opportunity to design instruction using a theme that is based on primary research documents and can be used across grade levels. The constructivist nature of this course facilitates inquisitiveness, reflection and critical thinking. 
  
  • EDUC 515 - Educational Research


    3 Credits
    This course uses readings, cases from practice, community practice forums, group activities, lectures-discussions, individual projects and an examination of educational research to introduce educational research with the primary focus on K-12 education. Students will examine both qualitative and quantitative research and work together as a community of practice. Skills developed include locating, designing, evaluating, interpreting and synthesizing research relevant to education. The course requires an extensive literature review and research proposal of an educational topic.
  
  • EDUC 516 - Educational Technology: Theory and Application


    3 Credits
    This course is fundamental to understanding the importance of using the Internet and a variety of technologies in a professional educational setting. Participants will review contemporary theories of learning and understand their connections with the use of educational technology to impact today’s learners. The course will explore theoretical foundations, history, perspectives and literature pertaining to the use of technology in education. Participants will reflect on their personal perceptions and biases in using contemporary and changing technologies in K-12 classrooms.
  
  • EDUC 518 - The Writing Process


    3 Credits
    A study of K-12 writing development essentials, practices and research in craft, text, complexity and publication through class application of a writer’s workshop model. Students evaluate, collaborate and redevelop a writing process curriculum to meet the needs of current and future learners and new curricular requirements. Project-based fieldwork is required where the writing standards used are the Common Core and the International Literacy Association/ National Council of Teachers of English. 
  
  • EDUC 521 - Action Research in Literacy


    3 Credits
    A seminar course focusing on perspectives of contemporary practices, research and theory in cultural-socio-psycholinguistic literacy that inform teaching and learning. Students creatively evaluate the emerging needs of current and future learners affected by new curriculum requirements and school reforms. Using a teacher-researcher model, students examine literacy in their community/school/classroom to conceive, design, field test, analyze, write up and implement an original research project to make a difference. This is the final requirement in the reading and language master’s concentration.
    Prerequisite(s):  

     

  
  • EDUC 522 - Student Teaching: Elementary


    6 Credits
    Student teaching required for graduate elementary licensure candidates. This 10-week classroom experience focuses on the practical application of instructional theory to facilitate the teaching-learning process. Under the supervision of qualified elementary educators, candidates will plan, instruct and assess for the greatest positive impact on student learning. They will teach and co-teach individuals, small groups and whole classes. They will also participate in parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars. EdTPA Teaching Fee :$309
    Prerequisite(s): Completion of licensure courses with minimum grade requirement met; Praxis II scores reported to the licensure office; successful completion of student teaching application to the Office of Student Teaching and Clinical Experiences by February 1 for fall student teaching and September 15 for spring student teaching.
    Other: No other course work may be taken during the student teaching seminar
  
  • EDUC 523 - Student Teaching: Primary Grades 1, 2 or 3


    6 Credits
    Student Teaching required for graduate Early Childhood Nursery to Grade 3 licensure candidates. This 10-week classroom experience focuses on the practical application of instructional theory to facilitate the teaching-learning process. Under the supervision of qualified elementary educators, candidates will plan, instruct and assess for the greatest positive impact on student learning. They will teach and co-teach individuals, small groups and whole classes. They will also participate in parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars. EdTpa Teaching  Fee:$309
    Prerequisite(s): Completion of licensure courses with minimum grade requirement met; successful completion of student teaching application to the Student Teaching and Clinical Experiences office by February 1 for fall student teaching and September 15 for spring student teaching.
    Other: No other course work may be taken during this semester
  
  • EDUC 524 - Instruction and Curriculum


    3 Credits
    Content focuses on the interactive functions of the teaching-learning process. Students will learn about planning, implementing and evaluating instruction and curriculum based upon developmentally appropriate practices. Also covered are media, technology and the introduction of specific curricula related to substance abuse. Field study required. Strongly recommended as first methods course. Cross-listed with SPEC 524 - Instruction and Curriculum .
  
  • EDUC 526 - Diagnosis and Remediation in Reading and Language Arts


    3 Credits
    Reading and language arts evaluations for students needing to be diagnosed with reading or language arts problems. A total literacy assessment perspective identifies the strengths and weaknesses of students, guides students in the improvement of their learning and supports teachers in the improvement of instruction.
    Prerequisite(s): EDUC 524 - Instruction and Curriculum  
  
  • EDUC 528 - Instruction and Curriculum for Secondary Teaching


    3 Credits
    In the initial course for the secondary program, candidates are introduced to major education theorists and theories of learning, research and current thinking about teaching at the secondary level. The course explores the distinction between content and content pedagogy as it relates to subject matter. The course also considers theories and research about planning, instruction, enactments of teaching and learning, and multiple forms of assessment. The course includes an introduction to the work of teaching, such as unit and lesson planning, classroom management, differentiating instruction and being responsive to diverse students. Field study is required.
  
  • EDUC 532 - Curriculum and Pedagogy in the Secondary School


    3 Credits
    This is the capstone course for secondary licensure candidates. The course focuses on advanced theory, recent scholarship on pedagogy and emphasizes evidence-based practices for instructional, learning activities and multiple measures of assessment. Students will apply these concepts to their own content areas. Candidates will teach a video-recorded demo lesson in their content area to the class and receive feedback. In addition, students will apply a critical analysis to issues in education and also write a final statement of purpose as an educator. Fieldwork is required.
    Prerequisite(s): EDUC 503 - Adolescence , EDUC 528 - Instruction and Curriculum for Secondary Teaching . May be concurrent with EDUC 512 - Teaching for Learning in the Content Areas , which is also required. 
  
  • EDUC 534 - Assessment for Learning


    3 Credits
    The course will focus on the creation of classroom assessments that foster student achievement and motivation, and distinguish between assessment of learning and assessment for learning. Candidates will evaluate existing district and classroom assessments using a framework of standards of quality. They will also develop new assessments that meet these same standards of quality and reflect an understanding of diverse learners and learning styles. Finally, candidates will examine data-based decision-making and progress monitoring practices within their own districts and schools.
  
  • EDUC 535 - English Language Learners


    3 Credits
    Develop academic, subject-rich literacy in K-12 students who are not native speakers of English. Learn how to plan and implement supportive, challenging tasks that use classroom language constructively, in a manner respectful of students’ competency in English and in their native language.
 

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