21:300:100 Jump Start Seminar (1) This course is designed to help to jump start students on their path to successfully completing the Praxis CORE exam. Students will have the opportunity to refresh their reading, writing, and math skills in order to effectively prepare for the Praxis CORE exam.

21:300:180 History of African American Education (3)

The controversy around how best to educate people of African descent in North America has both challenged and benefited this community from their time of enslavement to the present. Consequently, it is fitting that we study the rich and troubled history of Africans in America and their experiences within the American educational system. The pursuit of education by African Americans has been fraught with struggle and inequality, in the midst of their achievement and scholarly impact. Yet, it is widely agreed and understood that the education of African Americans is critical to empowerment and liberation for their community and future generations. Despite 400 years of bondage and political, social, economic and educational repression, African Americans have exercised agency, self-determination, academic excellence and ingenuity while holding significant roles in creating effective and equitable approaches for educating their community. In addition, the best practices that have emerged from African American education have served as a beacon for the educational excellence across this country. (Note: This course fulfills the Other Liberal Arts section within the General Education/Core Curriculum requirements.)

21:300:190 Radical Teaching: Voices of Youth Truth (3)

This course brings the voices of Newark youth to the Rutgers campus. It recognizes the imperative of having their voices be central within post-secondary teaching, academic research, dialogic reflection and educational policy. Reversing the established educational hierarchies, the course promotes young people as experts on education. It is also designed to highlight the contradictions between official evaluations of students' abilities and their actual capabilities. Young men and women from Newark, who are completing high school or have recently graduated, will teach this course alongside the professors. The course will explore the perspectives of Newark Youth and Rutgers' undergraduate students toward four major areas of education:

1. The Purpose of Education;

2. School Discipline & Classroom Management;

3. Reading & Writing Instructions; and,

4. Special Education

(Note: This course fulfills the Other Liberal Arts section within the General Education/Core Curriculum requirements.)

21:300:210 Youth Culture Formation: Race, Gender, and Sexuality (3)

This course explores how various U.S. institutions construct "youth" as a social category, how those constructions are primarily interlocked with race and ethnicity, and how those constructions subsequently shape youth cultures in multi-faceted, intersectional cultural contexts such as education, music, gaming, and media. Through a variety of texts, the course centrally explores the experiences of racial minorities who, in conjunction with their class, gender, national, sexual, and or religious identities, form unique cultural identities because and in spite of their institutional interactions within these varying contexts. This course takes up the issues of racialized power, privilege, and access in conjunction with the aforementioned lived realities of young people and various institutions in the United States and beyond. Students will enhance their intercultural knowledge and skills, and in particular learn to articulate and respect the perspectives that arise from these differing experiences while critically examining their own values, perspectives and biases. The goals integrated into the course include: Knowledge of Human Cultures, Critical and Creative Thinking, Effective Communication Skills, and Personal and Civic Responsibility.

(Note: This course fulfills the Other Liberal Arts section within the General Education/Core Curriculum requirements.)

21:300:230 Inclusive and Social Justice Pedagogies (3) This course introduces students to an interdisciplinary analysis of inclusive (special) education in American schools, broadly conceived. Students will review critical issues facing schools and develop related instructional practices by applying analytic principles drawn from history, philosophy, and legal/social theory in order to form an initial position that is justice-oriented, culturally and linguistically-sustaining, race-conscious, and disability positive. Particular attention will be paid to students labeled with an educational disability who are multiply-minoritized. The presumption of competence and cultural and linguistic wealth runs throughout the course.

21:300:250 Education in the Global World (3)

In this course, we will explore the dialectic between the global and the local by examining the histories, politics, and practices that shape formal and informal educational processes in and across a diverse range of settings. Drawing on perspectives from anthropology, history, comparative education, and more, we will consider how global educational trends are articulated in local contexts, how local circumstances have global impacts, and how educational processes unfold transnationally, defying global/local binaries. We will pay particular attention to how inequality and difference are produced, understood, and contested in educational settings across the globe. In this regard, we will consider how colonialism and empire have shaped processes of globalization in educational policy and practice. Additionally, we will explore how neoliberal ideology and policies have shaped contemporary educational reforms in a range of contexts including South Africa, Brazil, and the United States, as well as how youth, educators, and communities have responded to and resisted these reforms. In this exploration, we will engage global perspectives on longstanding debates about the relationship between capitalism and socially constructed hierarchies of difference, particularly race. Through our multiple strands of inquiry, we will grapple with the methods, conceptual frameworks, and political stakes of studying education through global and comparative lenses.

(Note: This course fulfills the Other Liberal Arts section within the General Education/Core Curriculum requirements.)

21:300:292 Social Foundations in Urban Education (3)

This course focuses on the historical, philosophical, political, sociological, and legal foundations of education. The evolution of education, the role of cultural diversity in education, educational inequalities and equity, and issues and trends in education are explored. Participants analyze educational philosophies and develop a personal educational philosophy.

(Note: This course fulfills the Other Liberal Arts section within the General Education/Core Curriculum requirements.)

Course requires 20 field hours.

21:300:295 Adolescent Psychology and the Urban Experience (3)

This course is designed to familiarize students with children's physical, cognitive, language, social and emotional development in relation to their learning from infancy through adolescence. Students will gain knowledge of child and adolescent development theories and research and build an understanding of how they impact learning.

(Note: This course fulfills the Other Liberal Arts section within the General Education/Core Curriculum requirements.)

21:300:297 21st-Century Urban Educator: English Language Learners (ELL) (1) This hybrid course provides an overview of the essential components of meeting not only the academic needs of English Language Learners (ELLs), but also understanding how language and cultural awareness impact the delivery of instruction. We begin by examining the groundwork of the Bilingual Education Act and various cases brought before the Supreme Court. We also take a look at both the implication and application that federal and state laws have within the school districts. Next, we examine second language acquisition theories in order to build a deeper understanding of the academic needs of ELLs. The course concludes by exposing and providing you with the opportunity to both evaluate and implement strategies and techniques to address the academic and cultural needs of ELLs. Hybrid course. NOTE: Only accepted teacher candidates can advance to the other clusters. Corequisites: 21:300:298; 21:300:299.

21:300:298 Educational Planning for Dually Exceptional Students (3) This course introduces students to a critical and interdisciplinary analysis of inclusive (special) education in U.S. public schools. Students will examine the current landscape of K-12 urban education, specifically the experiences of students and families who qualify for special education supports and services. This course draws from history, philosophy, and legal and social theory to understand the origins of educational disability labels and how school communities can enact inclusive and transformational opportunities for all learners. Students will explore current topics and practices in the field including universal design for learning, assistive technology, over- and under-representation/disproportionality, major components of IEP/IFSPs, and healing-centered behavior and communication supports. A commitment to disability and linguistic equity runs throughout the course.

Course requires 5 field hours.

21:300:299 21st-Century Urban Educator: Literacy (1) The purpose of the literacy strand is to introduce teacher candidates to theory and research in adolescent literacy, how it will influence their classroom practice, and strategies to incorporate literacy into instructional strategies and materials. Particular attention is given to the difference between discipline and content area literacy, the significance of academic vocabulary, and strategies and methods for teaching literacy in all content areas to students with diverse learning needs. Hybrid course. Corequisites: 21:300:297; 21:300:298.

21:300:301 Health Disparities: Implications in Urban Communities (3)

The purpose of this course is to examine the complex interactions among the significant class and ethnic health disparities. Quality of life is the outcome of micro and macro-factors that operate at the level of the individual, family, neighborhood, community, state, and nation. A multidisciplinary framework is used for examining the evidence on the linkage between development of human capital, poverty, sociopolitical organization, and community organization.

21:300:305 Decarcerating Disability and Education (3) This course examines the race and disability nexus in schooling and offers theoretical frameworks, policy interventions, critical skill-building techniques, and strategies to reimagine schooling and larger society for young people who have been targeted by carceral logics (e.g. School to Prison Pipeline). Students will examine New Jersey's record of disproportionate suspensions and disability classifications for minoritized and multiply-minoritized students and engage with transformative frameworks and collaborative strategies for student and family empowerment.

21:300:306 Disability Studies In this course, students learn about how to approach the study of disability from a critical perspective. We will learn to understand disability not as a deficit but as identities, communities, and as a basis for seeking justice in an ableist world. By placing disability in an intersectional perspective we will examine how disability relates to systems of racism, incarceration, settler colonialism, capitalism, gender, sex and sexuality. The class will give students an understanding of some of the core concepts in the field, including disability, ableism, normate, crip, disability justice, accessibility, amongst others. The course will highlight not only systems of oppression and exploitation but also resistance, activism and disability cultures. It will examine disability histories as well as the current cutting edge in disability studies, disability cultures, and disability movements.

21:300:320 Striving for Equity in Education: Policies, Programs, and Practices (3) Even after Brown v. Board of Education was decided in 1954, African Americans have sought to solve intractable problems in their communities. It has become imperative that a multi-pronged approach, drawing on community strengths and meaningful partnerships across multiple sectors, is needed to facilitate systemic and lasting change. As we consider the barriers and challenges to access and equity, it is important to note that the educational system - in its current configuration - is not equitable. More and more children of color are being "granted" access and opportunity, but that is not enough. In particular, there are historic, socio-economic and racial barriers to their accessing postsecondary success that are often overlooked or highlighted as an acceptable rationale for why they "can't make it". Often these barriers present themselves as funding inequities, discipline disparities, lack of access to rigorous coursework, and lack of access to high quality resources and support. An approach that includes multiple people, multiple institutions, and a strong sense of the importance of working in partnership with communities, parents and children, can ensure access to high quality, equitable education and the building of social capital that improves their academic and social development. In doing so, young people will have the skills, dispositions, and knowledge necessary to compete, succeed, and thrive in the 21st century.

21:300:334 Collaborative Leadership and Social Innovation (3) This course introduces the crucial need for cultivating new possibilities for leadership and social innovation to generate new possibilities within what is now called the Era of Extraction and our inherited system of white supremacist capitalist patriarchy that has created global climate catastrophe. We must NOW rethink humanity and access new ways of being and acting if humanity is to survive. To begin this process, we engage a form of learning that has long been silenced within educational settings: ontological inquiry. This form of inquiry provokes us to discover who we "wound up being" within the inherited mythologies of the system of white supremacy that normalized horrific strategies of extraction and exploitation that fostered both systemic racism and climate catastrophe. We will also discover how these mythologies promote a singular genre for being human that is leading toward the very real possibility of the extinction of all human life on Mother Earth. (Note: This course fulfills the Other Liberal Arts section within the General Education/Core Curriculum requirements.)

21:300:335 Publicly Engaged Research and Pedagogy (3)

This course focuses upon ontological inquiry as a powerful pedagogical innovation for preparing effective publicly engaged scholars within the context of distinguishing the system of white supremacy and addressing climate catastrophe. Rather than simply learning theories and concepts, we will conduct research with a publicly engaged scholarship project. We will utilize novel research approaches like queering auto-ethnography, the post-qualitative approach termed thinking with theory, and arts-based research.

(Note: This course fulfills the Other Liberal Arts section within the General Education/Core Curriculum requirements.)

21:300:358 Education and Social Change in the Black Diaspora (3)

How do you come to know what you know and why is this information important to you? Historically, for people of African descent, education has meant more than acquiring skills or satisfying intellectual curiosities; education has been and continues to be a catalyst for social transformation. The family, local neighborhood, and global community have been critical resources in the Black diasporic educational process, often supplanting traditional educational institutions, and subverting ineffective methods of teaching and learning. In this course, we will consider the broad meaning of education and the expansive scope of possibilities for social change that have emerged from the Black diasporic experience.

(Note: This course fulfills the Other Liberal Arts section within the General Education/Core Curriculum requirements.)

21:300:359 Curriculum and Instruction: Biology (1) In addition to the general discussions in the Curriculum and Instruction Seminar (21:300:388), teacher candidates enroll in this biology section to focus their understanding of curriculum on their area of certification. This course discusses high school biology curriculum with a focus on the appropriate standards and explores how curriculum is translated into teaching practice. Course requires up to 5 field hours.

21:300:360 Curriculum and Instruction: Chemistry (1) In addition to the general discussions in the Curriculum and Instruction Seminar (21:300:388), teacher candidates enroll in this chemistry section to focus their understanding of curriculum on their area of certification. This course discusses high school chemistry curriculum with a focus on the appropriate standards and explores how curriculum is translated into teaching practice. Course requires up to 5 field hours.

21:300:362 Curriculum and Instruction: English (1) In addition to the general discussions in the Curriculum and Instruction Seminar (21:300:388), teacher candidates enroll in this English section to focus their understanding of curriculum on their area of certification. This course discusses high school English curriculum with a focus on the appropriate standards and explores how curriculum is translated into teaching practice.

21:300:363 Curriculum and Instruction: History/Social Studies (1) In addition to the general discussions in the Curriculum and Instruction Seminar (21:300:388), teacher candidates enroll in this history/social studies section to focus their understanding of curriculum on their area of certification. This course discusses high school social studies curriculum with a focus on the appropriate standards and explores how curriculum is translated into teaching practice. Course requires up to 5 field hours.

21:300:364 Curriculum and Instruction: Mathematics (1) In addition to the general discussions in the Curriculum and Instruction Seminar (21:300:388), teacher candidates enroll in this mathematics section to focus their understanding of curriculum on their area of certification. This course discusses high school mathematics curriculum with a focus on the appropriate standards and explores how curriculum is translated into teaching practice. Course requires up to 5 field hours.

21:300:370 Methods of Teaching: Biology (2) In this course you will discuss how to effectively use biology resources, curricular materials, and representations; seek to develop understanding of content and skills as they relate to underlying concepts; and use technology in a productive way that fosters biology content understanding. In addition, you will explore how to provide opportunities that support learners' development as well as how to select appropriate instructional methods and create engaging experiences that make biology meaningful. Emphasis is given to employing developmentally appropriate strategies to promote higher-order skills, critical thinking, and problem solving as well as to how to pose and respond to student questions effectively to encourage understanding. Course requires 10 field hours.

21:300:373 Methods of Teaching: English (2) In this course you will discuss how to effectively use English language arts (ELA) resources, curricular materials, and representations; seek to develop understanding of content and skills as they relate to underlying concepts; and use technology in a productive way that fosters ELA content understanding. In addition, you will explore how to provide opportunities that support learners' development as well as how to select appropriate instructional methods and create engaging experiences that make ELA meaningful. Emphasis is given to employing developmentally appropriate strategies to promote higher-order skills, critical thinking, and problem solving as well as to how to pose and respond to student questions effectively to encourage understanding. Course requires 10 field hours.

21:300:374 Methods of Teaching: History/Social Studies (2) In this course you will discuss how to effectively use historical and social studies resources, curricular materials, and representations; seek to develop understanding of content and skills as they relate to underlying concepts; and use technology in a productive way that fosters social studies content understanding. In addition, you will explore how to provide opportunities that support learners' development as well as how to select appropriate instructional methods and create engaging experiences that make social studies meaningful. Emphasis is given to employing developmentally appropriate strategies to promote higher-order skills, critical thinking, and problem solving as well as to how to pose and respond to student questions effectively to encourage understanding. Course requires 10 field hours.

21:300:375 Methods of Teaching: Mathematics (2) In this course you will discuss how to effectively use mathematics resources, curricular materials, and representations; seek to develop understanding of content and skills as they relate to underlying concepts; and use technology in a productive way that fosters mathematics content understanding. In addition, you will explore how to provide opportunities that support learners' development as well as how to select appropriate instructional methods and create engaging experiences that make mathematics meaningful. Emphasis is given to employing developmentally appropriate strategies to promote higher-order skills, critical thinking, and problem solving as well as to how to pose and respond to student questions effectively to encourage understanding. Course requires 10 field hours.

21:300:378 Seminar in Critical Writing (1)

This writing intensive seminar is designed to develop students' critical, reflective, and analytic writing skills. In this course, students will examine their own field-based teaching pedagogy through a critical lens and use analytic writing skills to strengthen their critical reflexivity.

NOTE: Only teacher candidates with a passing PRAXIS II score on file and who have met all clinical entry requirements are permitted to advance into Cluster III: Clinical Courses.

Corequisite: 21:300:418 Clinical Practice I Seminar.

21:300:380 Methods of Teaching: Technology Education (2) This course establishes a solid pedagogical foundation in core concepts in technology education such as design, systems, and other content and procedural knowledge. The main goal of the course is to build your confidence to deliver a design-based pedagogy via carefully planned and selected project activities and lessons for the STEM classroom in order to effectively meet state and national standards. Specific content of the course includes planning for safety instruction and assessment, design process delivery, systems instruction and exploration, and developing authentic assessment criteria. You will develop plans for safety procedures, analyze design projects, plan to teach about technology systems, plan to promote student documentation of design projects, and plan a series of lessons that includes a specific design activity. Course requires 10 field hours.

21:300:381 Seminar in Critical Writing (1)

21:300:386 Methods of Teaching in Secondary Schools: Seminar (1) Through this course, teacher candidates develop the knowledge and skills necessary to become effective urban teachers, with a particular focus on understanding how students build ideas and the impact this has on practice. You will begin to: plan lessons that are based upon current state and national standards; observe and develop appropriate strategies to promote higher-order thinking skills; and analyze the rigor of tasks and modify these tasks if the rigor does not accurately reflects the standards and/or the students' ability levels. Course requires 5 field hours.

21:300:388 Curriculum and Instruction: Seminar (2) This course provides you with the opportunity to explore the history of curriculum development and how to look critically at today's curricula before you delve into the design, development, and use of content to create an effective and meaningful curriculum sequence. You will look deeply into content standards as well as the ISTE Standards and 21st-century skills in order to "backward design" a curriculum unit with goals, essential questions, enduring understandings, instructional strategies, formative assessments, projects, and technological tools to support the learning of all students. Course requires 10 field hours.

21:300:390 Culturally Responsive Teaching and Evaluation (3) This course is designed to ground your understanding of assessment strategies educators use to determine what students know and can do. In this class, we will attend to the socioeconomic, cultural, and linguistic backgrounds of learners to ensure that our assessment practices are relevant and responsive to students. Upon completing this course, you would be able to design assessment systems to gauge student learning and inform your practice. This course has a few field visits to support your learning and enactment of practice.

21:300:395 Special Topics (3) Independent study supervised by a member of the department. For qualified students who wish to investigate a specific area or topic in education in greater depth than is normally covered elsewhere in the curriculum. Prerequisite: Permission of instructor.

21:300:397 Internship (3) Fieldwork at accredited educational agencies under the supervision of a departmental faculty member and an agency supervisor. This placement in a suitable off-campus educational organization encourages students to understand and to test the applicability of their classroom educational experiences. Eight to 10 hours per week of work, weekly log of internship-related activities, and a final paper are required. Prerequisite: Permission of instructor.

21:300:398 Research in Education (3) Independent study supervised by a member of the department. For qualified students who wish to investigate a specific area or topic in education in greater depth than is normally covered elsewhere in the curriculum. Prerequisite: Permission of instructor.

21:300:410 Information Communication and Technologies for Secondary Education (3) This course examines the integration of information and communication technology (ICT) into instruction to foster community, collaboration, conceptual development, and exceptional academic performance. The course pays particular attention to present and potential access and academic uses of ICT in underresourced urban schools with racially, ethnically, and linguistically diverse students whose families tend not to be participants in the U.S. society's culture of power.
Course requires 4 to 6 field hours.

21:300:418 Clinical Practice I Seminar (3) In a student-centered, differentiated environment, you will create and become a part of a professional learning community. In this learning community we will investigate and practice the process of planning, implementation, evaluation, reflection and sharing and review best practices in curriculum development, teaching, learning, and assessment. Using field experiences as a basis, we will explore the process of teaching effectively and addressing the needs of a variety of learners in an urban setting. Through the personal and collaborative examination of the teaching process, you will engage in reflective practice and research in order to hone your knowledge and skills relating to all aspects of the learning process including, but not limited to the: implementation of the Common Core State Standards; selection, development, modification and refinement of curricular materials; implementation of sound pedagogical practices that inspire and engage students; development of thorough subject matter competence; understanding of, and responding to, students' ideas and ways of thinking; use of assessment as a vehicle to both enhance instruction and provide useful feedback; and, development of a personal sense of professionalism.

NOTE: Only teacher candidates with a passing PRAXIS II score on file and who have met all clinical entry requirements are permitted to advance into Cluster III: Clinical Courses. Corequisites: 21:300:419 Clinical Practice I and 21:300:378/381 Seminar in Critical Writing.

21:300:419 Clinical II Practice (9) Teacher candidates are assigned to a school site for their field experience starting in September. Candidates complete a minimum of 170 hours of on-site activities including observing and assisting the cooperating teacher, writing and implementing daily lessons and/or implementation of units of study, and other activities as required by the Clinical I instructor. These activities must be documented by the teacher candidate for submission at the end of the semester. During the course of the semester, teacher candidates are responsible for coordinating and scheduling with their cooperating teacher and university supervisor's observations and evaluations. Teacher candidates undergo at least six evaluations of their teaching to be completed by their cooperating teacher and university supervisor.

NOTE: Only teacher candidates with a passing PRAXIS II score on file and who have met all clinical entry requirements are permitted to advance into Cluster III: Clinical Courses. Corequisites: 21:300:418 Clinical Practice I Seminar and 21:300:378/381 Seminar in Critical Writing.

21:300:420 STEM Teachers Inquiring on their Own Practice (3) In this course, STEM teachers inquire on their own practice to enhance their teaching effectiveness. We begin with examining our own journeys and pivotal points as teachers, recognizing our current STEM self-efficacies, and identifying our areas of expertise. Next, we deepen our understanding of our students to recognize and embrace the knowledge and skills each one bring. We then design and initiate an action research project focused on improving our practice. Throughout the course we share our ideas, plans, and preliminary findings with our professional learning communities. Overall, we increase our self-efficacies as instructional STEM practitioners, engage with learning resources to improve our practice, and understand our students and ourselves as science-doers.

21:300:427 Supervised Teaching (3) Independent study supervised by the instructor for 21:300:487 Clinical II: Student Teaching Seminar. This course investigates selected topics in education. See program coordinator for special permission number. Corequisite: 21:300:487 Clinical II: Student Teaching and Seminar.

21:300:428 Supervised Teaching (3) Independent study supervised by the instructor for 21:300:487 Clinical II: Student Teaching Seminar. This course investigates selected topics in education. See program coordinator for special permission number. Corequisite: 21:300:487 Clinical II: Student Teaching and Seminar.

21:300:450 Math Content Planning and Teaching in the Urban Classroom I (3) What is math content? What are the major themes of teaching math curriculum and standards? This is part one of a year-long course that will cover major themes of math curriculum through explicit overview of the theme including its purpose and standards. It will also cover the basis on how to write a lesson plan and methods on how to teach math. The course will also involve students participating in field observations with a cooperating teacher.
Course requires at least 35 field hours.

21:300:451 Math Content Planning and Teaching in the Urban Classroom II (3) What is math content? What are the major themes of math curriculum and standards? This course is part two of a year-long course will cover the major themes and standards of math curriculum through explicit overview of the themes including its purpose and standards. The course will also teach about how to write a thematic unit and developed methods on how to teach math. The course will also involve students participating in field observations with a cooperating teacher.
Course requires at least 35 field hours.

21:300:452 English Content Planning and Teaching in the Urban Classroom I (3) In this course, you will discuss how to effectively use English language arts (ELA) resources, curricular materials, and representations; seek to develop an understanding of content and skills as they relate to underlying concepts; and use technology in a productive way that fosters ELA content understanding. In addition, you will explore how to provide opportunities that support learners' development as well as how to select appropriate instructional methods and create engaging experiences that make ELA meaningful. Emphasis is given to employing developmentally appropriate strategies to promote higher-order skills, critical thinking, and problem solving as well as to how to pose and respond to student questions effectively to encourage understanding.
Course requires at least 35 field hours.

21:300:453 English Content Planning and Teaching in the Urban Classroom II (3) What is English teaching content? What are the major themes of English teaching curriculum and standards? This course is part two of a year-long course that will cover the major themes and standards of English teaching curriculum through explicit overview of the themes including its purpose and standards. The course will also involve students participating in field observations with a cooperating teacher.
Course requires at least 35 field hours.

21:300:454 Science and Technology Content Planning and Teaching in the Urban Classroom I (3) What is science and technology content? What are the major themes of teaching science curriculum and standards? This is part one of a year-long course that will cover major themes of science and technology curriculum through explicit overview of the theme including its purpose and standards. It will also cover the basis on how to write a lesson plan and methods on how to teach science and technology. The course will also involve students participating in field observations with a cooperating teacher.
Course requires at least 35 field hours.

21:300:455 Science and Technology Content Planning and Teaching in the Urban Classroom II (3) What is science and technology content? What are the major themes of science curriculum and standards? This course is part two of a year-long course that will cover the major themes and standards of science and technology curriculum through explicit overview of the themes including its purpose and standards. The course will also teach about how to write a thematic unit and developed methods on how to teach science and technology. The course will also involve students participating in field observations with a cooperating teacher.
Course requires at least 35 field hours.

21:300:456 Social Studies Content Planning and Teaching in the Urban Classroom I (3) What is social studies content? What are the major themes of social studies curriculum and standards? This is part one of a year-long course that will cover the 10 major themes of social studies curriculum through explicit overview of the theme including its purpose, relevance to developing good citizenry, and standards. It will also cover the basis on how to write a lesson plan and methods on how to teach social studies. The course will also involve students participating in field observations with a cooperating teacher.
Course requires at least 35 field hours.

21:300:457 Social Studies Content Planning and Teaching in the Urban Classroom II (3) What is social studies content? What are the major themes of social studies curriculum and standards? This course is part two of a year-long course that will cover the major themes and standards of social studies curriculum through explicit overview of the themes including its purpose, relevance to developing good citizenry, and standards. The course will also teach about how to write a thematic unit and developed methods on how to teach social studies. The course will also involve students participating in field observations with a cooperating teacher.
Course requires at least 35 field hours.

21:300:458 Foreign Language Content Planning and Teaching in the Urban Classroom I (3) What is world language content? What are the major themes of curriculum and standards for teaching a world language? This is part one of a year-long course that will cover major themes of world language curriculum through explicit overview of the theme including its purpose and standards. It will also cover the basis on how to write a lesson plan and methods on how to teach a world language. The course will also involve students participating in field observations with a cooperating teacher.
Course requires at least 35 field hours.

21:300:459 Foreign Language Content Planning and Teaching in the Urban Classroom II (3) What is world language content? What are the major themes of curriculum and standards for teaching a world language? This course is part two of a year-long course that will cover the major themes and standards of math curriculum through an explicit overview of the themes including its purpose and standards. The course will also teach about how to write a thematic unit and develop methods on how to teach a world language. The course will also involve students participating in field observations with a cooperating teacher.
Course requires at least 35 field hours.

21:300:462 Urban and Cultural Leadership (3) The Urban and Cultural Leadership seminar is a culturally based leadership experience for undergraduate students. Through a comprehensive learning experience, students are exposed to leadership models and provided opportunities to explore current leadership theories including Kouzes & Posner Leadership Challenges, the Social Change Model of Leadership, the theory of Servant Leadership, the community leadership principles Charismatic versus Citizen based leadership, and the Iceberg Theory of organizational change. The participants will be challenged to examine the unique economic, political, and social characteristics that shape the urban experience.

21:300:471 Number Sense and Numerical Operations for Middle School Students (3) This course addresses mathematical concepts critical to middle school (grades 5, 6, 7, and 8) students' success in making sense of natural, integral, rational, and irrational numbers and their operations. At the end of the course, prospective middle school teachers will possess a more robust conceptual and procedural understanding of real numbers, connecting relationships among those numbers, and how history and digital technology shape understanding, meaning, and techniques for operating with those numbers. Moreover, you will understand how counting and measuring produce two distinct mathematical foundations of real numbers.

21:300:487 Clinical Practice II Seminar (3) In a student-centered, differentiated environment, you will create and become a part of a professional learning community. Building upon the foundational concepts introduced in Clinical Seminar I, this course delves deeper into the theoretical frameworks, methodologies, and instructional strategies relevant to effective teaching and learning. Through a combination of interactive discussions, case studies, reflective exercises, and real-world applications, you will explore a wide range of topics related to educational practice, professional development, and research in order to hone your knowledge and skills relating to all aspects of the learning process including, but not limited to the: implementing advanced pedagogical strategies, creating positive classroom environments, assessment and data analysis, culturally responsive teaching, and collaboration and professional growth. Throughout the course, you will have opportunities to observe and engage in clinical field experiences, allowing you to apply theoretical knowledge in authentic educational settings. Guest speakers, educational resources, and technology tools will be integrated to enrich the learning experience.

Prerequisites: 21:300:418 Clinical Practice I Seminar and 21:300:419 Clinical Practice I. Corequisite: 21:300:488 Clinical Practice II.

21:300:488 Clinical Practice II (9) Teacher candidates are in their assigned school placement full-time as per the established district calendar and school-day schedule of their assigned cooperating teacher. All on-site activities such as observations of the cooperating teacher, peer observations, implementation of daily lessons, implementation of longer units of study, and other activities as required by the university supervisor must be documented by the student teacher candidate for submission at the end of the semester. During the course of the semester, teacher candidates are responsible for coordinating and scheduling with their cooperating teacher and university supervisor for observations and evaluations. Teacher candidates undergo at least six evaluations of their teaching to be completed by their cooperating teacher and university supervisor.

Prerequisites: 21:300:418 and 21:300:419. Corequisite: 21:300:487.

21:300:490 Bilingual/Bicultural Education (3) This course focuses on how to build English literacy in academic content areas for English language learners. The course begins by examining how the social and political privilege of English monolingualism marginalizes culturally and linguistically diverse children and impacts their development of content-area English. Participants also explore various methods and tools, such as scaffolding, brain-based knowledge, and the use of cognates in order to develop the English vocabulary essential to the academic success of English language learners.

21:300:491 Language and Culture (3) This course focuses on how to build English literacy in academic content areas for English language learners. The course begins by examining how the social and political privilege of English monolingualism marginalizes culturally and linguistically diverse children and impacts their development of content-area English. Participants also explore various methods and tools, such as scaffolding, brain-based knowledge, and the use of cognates in order to develop the English vocabulary essential to the academic success of English language learners.

21:300:492 Principles of Second/Foreign Language Acquisition (3) This course aims to provide a comprehensive coverage of second language acquisition (SLA) with theoretical cases and facts to understand how second languages are learned. Second language learning is covered within the language in context; linguistic, psycholinguistic, and neurolinguistic perspectives; skill learning; individual differences; setting for learning; and assessment of second language (L2) knowledge. This course will enable candidates to discover and use research to identify how different approaches to learning a second language might be applied to pedagogical practices in order to enhance students¿ levels of language proficiency at the various stages of language acquisition.

21:300:493 ESL Methodology, K-12 (3) This course begins by examining various components of the English language through World-class Instructional Design and Assessment, WIDA. Participants also gain a deeper understanding of the theory of English language acquisition and its pivotal role in ESL methodology while delving into instructional ESL practices such as Sheltered English Instruction, assessments, and co-teaching as a means of addressing the academic needs of English language learners.
Course requires at least 35 field hours for undergraduates students, but not for postbaccalaureate students.

21:300:494 Foundations of Language and Literacy (3) This course is an introduction to the study of language and linguistics as a foundation of language and literacy learning and teaching. It covers the rudiments of phonetics, phonology, morphology, syntax, semantics, pragmatics as well as psycholinguistics to help us understand how we produce and comprehend language. In addition, the field of computational linguistics is explored not only to understand how humans and computers process language but how computers can help us to test linguistic theories about language. This course aims to foster an understanding of language form, language meaning, language in context, and literacy within the field of linguistics and the linguistic features which are crucial to second/foreign language learning and pedagogy.

21:300:495 Introduction to ESL (3) This introductory course is designed to enhance students' understanding of the experiences and challenges of a Multilingual Language Learner or an English Language Learner in the U.S. through a political, academic, social and metacognitive lens. In addition, this asynchronous course provides students with the opportunity to examine the academic, linguistic, and cultural diversity of students in English as a Second Language programs in urban cities in New Jersey and across the U.S. The weekly readings, videos and audio assignments will require students to evaluate their perspectives on Multilingual students, eliciting reflection and active virtual discussion. Furthermore, the various resources selected support students' understanding on how the social context factors impact the English language acquisition process for a Multilingual Language Learner.

21:300:496 English Literacy in Academic Content Areas (3) This course focuses on how to build English literacy in academic content areas for English language learners. The course begins by examining how the social and political privilege of English monolingualism marginalizes culturally and linguistically diverse children and impacts their development of content-area English. Participants also explore various methods and tools such as scaffolding, brain-based knowledge, and the use of cognates in order to develop the English vocabulary essential to the academic success of English language learners.