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Course Descriptions for Graduate Education
| GE500 |
Historical and Philosophical Foundations of Education |
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Examination of the historical and philosophical foundations of education in our socially and culturally diverse country; introduction to thoughts of influential educators and the principles and ideas underlying educational policies; development of personal philosophy of education through identification of ideologies behind educational systems, curricula, and goals. |
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| GE502 |
Psychological Foundations of Learning |
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Processes, conditions, and techniques associated with learning in early elementary, elementary, early adolescent, and late adolescent stages of development; human development and learning theories along with their applications; the learning environment, the nature of knowledge, motivational patterns, effective study, intelligence, personality, mental health, moral integrity, and communication. |
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| GE505 |
Research in Education |
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Survey of the basic concepts, procedures, and language of social science research: problem formulation, research design, data collection, data analysis and interpretation. Development of the student's ability to appraise published research. The use of data-based research in administrative decision-making. |
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| GE510 |
Principles of Curriculum Development |
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Principles, organizations, and procedures in the design and implementation of the curriculum grades K-12, roles and processes in curriculum change for teachers, supervisors, and administrators. The impact of philosophy, social forces, human development theory, and the nature of learning on curriculum design, and exploration of history of curriculum in American public schools (K-12). Development of research-based curriculum criteria to aid in the development and analysis of curriculum. The role of curriculum leader as a communicator to the school and community. |
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| GE511 |
Principles and Problems of School Administration |
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Theories of leadership behavior: the changing role of the administrator, the role of school personnel in administration, school and community relationships, budget-planning responsibilities, master schedule construction, relationships with staff and students, problem-solving techniques, use of data-based research in administrative decision-making, educational leader as communicator to faculty, staff, students, and community; school administrator as manager of implementation of NJCCCS; educational leader as human resource manager. |
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| GE512 |
Assessment of Student Ability and Achievement |
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Student assessment at each level; modern tests and trends in testing; psychological and achievement tests; the evaluation of the learner, including the physically challenged and disadvantaged child; various factors that affect test scores, use of statistical analysis in measuring assessment and in making administrative decisions; communication of achievement to students, faculty, and community. |
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| GE513 |
Fundamentals of Supervision: Elementary and Secondary |
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The supervisor's role as an educational leader/ consultant; objectives and techniques of instructional supervision; organizational theory; state-mandated rules for evaluation of teachers and administrators; an analysis of evaluative instruments; the supervisor as curriculum manager; role of NJCCCS in curriculum, supervision and professional development; supervisor in role as communicator to faculty and staff. |
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| GE514 |
School Finance |
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A study of the role of the local, state, and federal government in the financing of public education; the history of school finance in the United States; preparing school budgets; analyzing cost-quality instruments; the role of the school budget in the broader community; the role of the NJCCCS in school finance; communication of the implications of the budget to the school and the community. |
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| GE516 |
School Law |
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A study of the legal framework in which public education operates; principles of school governance; landmark court cases; students’ and teachers’ rights and responsibilities; principles of the Bill of Rights; federal and state laws affecting education and schools; school laws relating to the state department of education, school district and local board of education; school safety and security. |
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| GE528 |
Internship in Administration and Supervision |
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Internship arranged to give students on-the-job training. Supervision provided by college staff in conjunction with the superintendent of the school district and building principal or supervisor. Log of activities required, including participation in activities such as human resource management, staff supervision, communication with faculty, students, and community, school budgeting, and curricular/assessment activities centered around New Jersey Core Curriculum Content Standards. |
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| GE540 |
Fundamentals of Methodology |
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An analysis of effective teaching skills, classroom management techniques, successful motivational strategies, objectives, lesson plans, and innovative methods. |
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| GE547 |
Student Teaching |
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Supervised classroom teaching experience on the elementary or secondary level, including seminar meetings and conferences scheduled prior to and during the student teaching term. |
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| GE548 |
Teaching Internship, I |
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Supervised classroom teaching experience, including seminars and conferences designed for those who begin teaching without having completed student teaching. |
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| GE549 |
Teaching Internship, II |
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Supervised classroom teaching experience, including seminars and conferences designed for those who begin teaching without having completed student teaching. |
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| GE555 |
Computers in Curriculum Design & Evaluation |
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Application of computer in curriculum design, including areas such as instructional technology, research, communication with school community, and study skills; use of the internet in formulating inter-disciplinary learning units to meet the New Jersey Core Curriculum Content Standards in all areas. The evaluation of the use of technology in school curriculum. |
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| GE570 |
Foundations of the Reading Curriculum |
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The nature of the reading process: material and techniques used in readiness, language experience, work analysis, basic text, comprehension, content area, study skills, and speed reading. Introduction to research-based models of reading instruction and curriculum development; analysis of New Jersey Core Curriculum Standards in language arts & literacy; teaching reading across all areas of the curriculum. |
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| GE571 |
Diagnosis and Treatment of Children with Learning Disabilities |
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Theory and practice in identification, evaluation, and remediation of learning disabilities; understanding the role of the child study team; development of IEP; introduction to legislation supporting students with disabilities; summary of research on the human brain related to learning disabilities; formal and informal stages of referring students for learning evaluation. |
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| GE574 |
Diagnosis of Children with Reading Problems |
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Techniques for diagnosing elementary and high school students with reading difficulties; causes of reading problems; evaluation of frequently used tests and inventories including group and individual, survey and diagnostic, formal and informal; communication of results to parents and colleagues; case study analysis of students with reading disabilities. |
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| GE576 |
Remediation of Children with Reading Problems |
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Remediation of elementary and high school students with reading difficulties; interpretation of frequently used tests and inventories including group and individual, survey and diagnostic, formal and informal; techniques of remedial and corrective treatment of reading disorders; evaluation of materials used in remediation; development of an IEP for reading. |
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| GE578 |
Supervision of Reading Programs |
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Administering and supervising reading programs; initiating programs; conducting in-service training; developing a budget; conducting an evaluation of K-12 programs and personnel; research-based models for effective reading instruction; textbook selection; faculty development in areas of reading related to New Jersey Core Curriculum Content Standards. |
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| GE579 |
Supervised Practicum in Reading |
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Field experience: the opportunity for students to gain practical knowledge and experience in the fields of developmental and remedial reading instruction; development of a case study in diagnosis and remediation of reading problems; work is supervised by a licensed reading specialist. |
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| GE593 |
Durant Seminar |
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Survey of theory and current critical sources relating to the field of study of the Durant Scholar. |
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| GE596 |
Curriculum Development Using Resources of the Metropolis |
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Utilizing the rich environment of the metropolis to fulfill the New Jersey Core Curriculum Content Standards; creation of inter-disciplinary curriculum model using experience derived from field work in the metropolis; evaluation of curriculum integrating the resources of the metropolis; using art, architecture, music, drama, museums, consulates, and the churches of the metropolis as curriculum resources in the classroom. |
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| GE599 |
Independent Study |
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Study of a selected topic in depth utilizing field-based or data-based educational research. Prerequisite: Approval of the Director. |
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| GE614 |
Overview of Educational Disabilities and Foundations for Specialized Instruction |
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This course provides an overview and introduction to educational disabilities and special education. Characteristics and prevalence of a wide range of disabilities will be explored. Students will consider contemporary instructional approaches used for specialized populations.
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GE615
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Instructional Strategies for Students with Disabilities |
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This course provides students with knowledge and skills necessary to provide instruction that is both individualized and aligned with core course expectations. Multi-sensory and multiple intelligence learning theories will be explored. Instructional emphasis will be provided toward teacher techniques that assist their students in the development of their own strategies and skills with the ultimate goal of independent living.
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| GE616 |
Effective Classroom Management and Behavioral Intervention |
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This course will explore and consider behavior management theories and techniques. Recognition of behavior difficulties, consideration of behavior assessment devices and application of behavior management systems applicable to whole class and individual students will be provided.
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| GE617 |
Assisting Students with Special Needs in the General Education Class |
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Techniques and considerations to facilitate learning for all students will be explored. Examination of inclusionary learning theories such as differentiated instruction and universal instructional design will be emphasized. Course content will include adaptation of the learning environment, developing supports for special needs students using a collaborative approach and knowledge of in-class support methods.
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| GE618 |
Assessment Techniques for Students with Disabilites |
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Students will be introduced to the use of assessment based decision making. Applications of assessment toward special education eligibility, informed instruction, and behavior management will occur. Background, procedures and application of both functional and formal standardized testing will be examined. Students will gain familiarity with testing most frequently utilized for special needs populations.
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| GE631 |
Behavior Analysis I |
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Focus on behavioral principles and procedures associated with the acquisition of new behavior and modification of existing behavior. Includes reinforcement, punishment, extinction, discrimination, drawing generalization, shaping, classical conditioning, conditioned reinforcement, and schedules of reinforcement application of these principles or developmental disabilities, academic skills and optimal behaviors. |
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| GE632 |
Behavior Analysis II |
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Focus on complex behavioral principles and issues surrounding the application of behavioral principles in the analysis and modification of behavior. Student will learn to identify behavior and environment relations that constitute behavioral deficits or excesses. |
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| GE633 |
Behavior Analysis III |
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Course focuses on behavioral research and methodology to evaluate interventions based on single-subject experimental decisions. Different behavior assessment and behavior intervention strategies will be examined. |
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| GE635 |
Research Seminar in Applied Behavior Analysis |
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This course will guide the student through the process of reviewing and analyzing data from a variety of sources, discussing various types of research designs, understanding the role of descriptive and inferential statistics, and the development and implementation of a thorough research project. Students will survey basic concepts, procedures and terminology used in educational research. The ethical and legal aspects of conducting educational research and smapling techniques will be explored. The course is specifically designed to provide students with the necessary knowledge to interpret, evaluate, and apply research as it relates to special education and applied behavior analysis. |
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| GE652 |
Curriculum Development for Students with Disabilities |
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Students will gain knowledge in regard to curriculum design, curricular adaptations, material selection and other pertinent instructional planning considerations for student with disabilities in both integrated and segregated settings. Appropriate focus and emphasis will be provided on the New Jersey Professional Standards for Teachers, New Jersey Core Course Proficiencies, and standards recommended by national and state associations specializing in special education instruction.
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| GE653 |
Assistive Technology - Uses and Applications |
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Students will be introduced to the wide variety of assistive technology and will examine its usefulness and utility for students with disabilities. Consideration of assistive technology applications toward content instruction, student response, enhancement of classroom management, provision of social intervention and transition services will occur.
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| GE654 |
Strategies for School, Home and Community Relationships |
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This course is designed for heighten sensitivity to the needs of families of children with disabilities and develop techniques educators can utilize to assist families. Emphasis will be devoted to effective home-school team building and the identification and utilization of community resources that assist in meeting family based needs.
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| GE655 |
Special Education and School Law |
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This class will examine legislation and case law concerned with the education of students with disabilities. Consideration will be given to the Individuals with Disabilities Education Improvement Act. Section 504 of the 1973 Civil Rights Act, Americans with Disabilities Act and relevant state legislation. Students will be provided with mandated requirements in the identification, evaluation, placement and instruction of students with disabilities.
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| Ge660 |
Introduction to Counseling |
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Introduction to Counseling is a course that will help one decide and understand the training that is needed to be a counselor. One will learn and decide what the career of counseling is and whether or not one has the ability to become a counselor. To be a counselor, one must fit the role and have certain characteristics that will be learned in taking this course. It also explores various ideas used in counseling such as behavioral, psychodynamic and humanistic approaches. With this course, one will understand the components needed to be a successful counselor.
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| Ge661 |
Individual Counseling and Interviewing |
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| Interviewing is a skill which provides both a learning and reflective process. Developing skills in interviewing and counseling suggests a careful observation of oneself as well as others. This process is a complex one. The objective of the course is to explore the proper interviewing techniques and individual counseling of a client. This course suggests exploration of a much more complex values agenda- the values which inform the choices that are made as a counselor. The skills learned in this course will create greater communication skills which is a major component in counseling. |
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| Ge662 |
Group Counseling |
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| This program prepares students to counsel others in a group forum. These groups typically consist of 5 to 8 members. This is a program devoted to helping one to learn about themselves and others. This group process will assist students wanting to become more involved with the community. Students can use this group counseling program to talk about their concerns with others that share the same concerns. Together, with other students, one will learn new ways of viewing problems objectively. |
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| Ge663 |
Career Counseling |
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This course provides the support needed in job searching. It not only supports students but challenges them as well. Students gain self-knowledge, educational planning skills, and career decision capabilities. These services act as educational tools while at the same time assist students the most with promoting their educational endeavors.
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| Ge664 |
College Counseling
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Examination of college guidance and admissions process in its entirety will be investigated. Topics include early college awareness, parental involvement, exploring colleges using the internet, college fairs, campus visits and interviews, preparing your list of colleges. All aspects of completing individual college applications and the common application, SAT and/or ACT or not; early decision, early acceptance, and early action; and financial aid issues such as the FASA, grants, scholarships, loans, EOF, and work study will also be explored.
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| GE655 |
Crisis Counseling |
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| Introduction of concepts and procedures utilized in crisis counseling for students, faculty/staff, parents, and the helpers/counselors themselves. Topics include district and school crisis committees and planning; relationships with outside agencies such as police, emergency medical services, and the American Red Cross; the utilization of psychiatric emergency services, psychiatric screening services, and mental health hotlines; grief counseling, memorial/remembrance activities, individual crisis intervention, and post traumatic stress |
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| Ge667 |
Abnormal Psychology |
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Child, adolescent, and young adult psychopathology will be explored. Topics include the nature, diagnosis, and treatment of mental illness; psychopharmacology, mentally ill chemical abusers; the types, roles, limitations, certification and/or licensure of different practitioners; mental health evaluation and mental status exams, and the use of the Diagnostic and Statistical Manual, Fourth Edition (DSM - IV) of the American Psychiatric Association with an emphasis on understanding and using the multi-axis diagnostic scheme.
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| Ge668 |
Psychology of Exceptional Children |
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This course introduces concepts, procedures, diagnosis, treatment, and related issues pertaining to the psychology of children with special needs in school settings. Topics include the nature, basis, and types of disabilities with emphasis on but not limited to mental disabilities, ADHD, learning disabilities, Autism Spectrum Disorders, and medical/physical handicaps; identification, referral, evaluation, classification, program, and placement processes; IDEA, Section 504, NJAC 6A-14, PRISE, and NCLB considerations; student, parent, school, and district rights and responsibilities; transitional issues, and gifted and/or talented students.
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| Ge669 |
Community Agencies, Organizations, and Resources |
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Students will examine the roles played by and relationships with institutions outside of the traditional educational setting who partner with, supplement, and at times supplant school counselors. Topics include DYFS, family, other courts, police, and sex crime units; hospitals, school based clinics, certified or licensed private practitioners of all types, faith based groups and individuals, self help groups, community mental health centers, and confidentiality issues.
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| Ge670 |
Multicultural Counseling
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To help a client, sometimes counselors must understand and respect their cultural values. A counselor should have the ability to deal with biases, stereotypes and racism. Because there is an abundant amount of methods that borrow from other cultures, it gives counselors in the western hemisphere a chance to improve their therapy techniques. The counselor should be able to adapt and adjust to the patients’ cultural experiences, and understand the world views of their clients. Multicultural Counseling is a very difficult and trying task and counselors should have the knowledge.
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Ge801
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Curriculum Development
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This course concentrates on how curriculum is developed and implemented in a school. The course is based on theoretical research, current societal issues, and school-based needs. This course will emphasize the procedure for developing an effective curriculum and help the educational leader evaluate each curricular area and who decides what topics are essential
within each area. The students will study current curriculum standards, various curriculum trends, educational reform movements, and the principles of curriculum planning. |
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GE 801
Curriculum Development
This course concentrates on how curriculum is developed and implemented in a school. The
course is based on theoretical research, current societal issues, and school-based needs. This
course will emphasize the procedure for developing an effective curriculum and help the
educational leader evaluate each curricular area and who decides what topics are essential
within each area. The students will study current curriculum standards, various curriculum
trends, educational reform movements, and the principles of curriculum planning.
GE 803
School Policy Analysis
This course focuses on current educational and societal policy issues. Students will investigate
historical and legal aspects of educational issues as well as the political principles of
contemporary education. In order to gain a comprehensive understanding of educational
policy, students will analyze the consequences and challenges in collecting policy information,
incorporating various research methods, and implementing technology. Students will employ
various resources to develop an extensive appreciation of the role of the educational leader in
the American political and policy arena.
GE 805
Organizational Behavior and Leadership
This course focuses on the theoretical and practical implications of organizational behavior
from a sociological perspective. Students will study organizational concepts such as diversity
in the educational workplace, motivation and individual differences in organizations,
group dynamics and decision making, cooperation, teamwork, management, professional
development and quality improvement programs.
GE 807
Statistics I
Students will learn to analyze and apply descriptive and inferential statistics, elements of
probability that support statistical theory, and theoretical distributions. Students will apply
statistics to critical educational issues that require measurement, analysis, and decision making
for organizational improvement. The students will also be required to design, conduct, and
report a study that demonstrates their statistical skills.
GE 809
Directed Research for Administration
The students participating in this course will actively engage in the development and
implementation of a formal research proposal. They will be required to complete the research
process by utilizing both a quantitative and qualitative approach to their respective research
topic. All required components of the research proposal outline must be included, as described
in the American Psychological Association Manual 5th Edition.
The above 15 credits are required for the Qualifying Exam
Level Two
(33 Credits Required)
GE 821
Historical Foundations of Education
The course provides an introduction to educational leadership with an emphasis on the history
of leadership. Students will compare the roles and challenges of the modern educational
leader with those of past leaders. Students will investigate leadership credibility, vision,
empowerment, and strategies.
GE 823
Fundamentals of Leadership
This course focuses on leadership in modern society and its impact on organizational
efficacy and institutional change. Students will research and analyze the historical, cultural,
sociological, philosophical, and theoretical perspectives in the leadership process.
GE 825
Ethical Foundations and Social Responsibility
This course concentrates on the responsibilities of the educational leader as an ethical
exemplar, leader, and educator. Students will examine a variety of current ethical educational
issues and develop effective moral decision-making skills.
GE 827
Assessment and Evaluation for Administrators
This course focuses on understanding, designing, developing, and evaluating assessment
tools in the K-12 school environment. Professional responsibility, ethical behavior, and
legal requirements in educational settings will be examined. Students will be provided the
opportunity to design an instrument, collect and analyze data, and present their findings.
Traditional and alternative assessments will be explored, along with measurement concepts
of validity and reliability. Students will discuss federal and state laws, the application of
those laws, and accountability procedures. School Administrators’ erroneous judgments and
assessment abuses will be investigated. Students will research practical strategies for aligning
classroom assessments with state standards and developing scoring rubrics.
GE 829
Technology for Administrators
This course focuses on the role of the educational leader in utilizing emerging technologies
to achieve school reform and enhancement. This course will enable students to plan for the
integration of emerging technologies into curriculum development, instruction, research, and
assessment. Students will study contemporary technology issues and implications in the use
of information and multimedia technologies in teaching and learning, communications, and
management. Students will research legal and ethical considerations in the planning, funding,
professional development needs, and evaluation related to the use of educational technology.
GE 831
Education Finance in Administration
This course provides students with federal and state directives on school finance and
educational equity. Economic principles and national income measures related to public
education will be discussed. Students will investigate sources of revenue, expenditures, and
fiscal problems, including federal, state, and local aid, taxation, planning, debt management,
income, investments, and cost forecasting. Students will examine the budget process and
comprehensive annual reports used by school districts in New Jersey. The role of the New
Jersey Core Curriculum Content Standards in school finance will be explored.
GE 833
School Law and Legal Issues
This course covers school laws, legal principles, and critical issues pertaining to education
in the United States and New Jersey. Students will explore constitutional and statutory laws,
regulations, and landmark court decisions affecting policy and practice. Special topics such
as search and seizure, disabilities, religion, speech, due process, and equal protection under
the law will be discussed. Students will research and analyze actual case studies to ensure a
problem-based approach experience.
GE 835
Personnel Administration
GE 837
This course provides students the opportunity to assess and evaluate their organization’s
personnel evaluation system, analyze developmental needs, develop an improvement plan,
and incorporate a model to enhanced professional growth. Students will analyze, synthesize
and evaluate critical factors affecting human relations, effective grouping of employees, and
power sources and politics in an organization. Personnel administrative functions discussed
include human resource needs, personnel security matters, collective bargaining negotiations,
affirmative action, recruitment, selection, tenure, termination, and legal parameters. Case
study, lecture, and group interaction will be employed to promote and improve management’s
awareness of personnel issues.
This course will embrace current research in the examination of the role of collective
bargaining within the field of education. Collective bargaining shapes the way public
schools are organized, financed, staffed, and operated. Understanding collective bargaining
in education and its impact on the day-to-day life of schools is critical to designing and
implementing reforms that will successfully raise student achievement. The basis of the
curriculum for this course will be a constructive and empirically grounded dialogue about the
role of teachers and unions in education today.
Public Sector Bargaining
GE 839
Statistics II
The application of both quantitative and qualitative methods and analysis implemented in
this course as a direct extension of Statistics I. Students will expand previous knowledge for
analysis, interpretation, and decision making in quantitative research to be used in education
leadership and school improvement models. Students will use statistical software to aid in their
research using both descriptive and inferential statistics. Prerequisite GE 807
GE 841
Leadership Practicum
This course provides students with the opportunity to reflect upon their role as an educational
leader and expand upon their Professional Growth Plan (PGP). Through the use of various case
studies, debate panel discussions, group interaction, and role-playing, students will acquire the
skills and apply effective methods to solve contemporary problems encountered by educational
leaders. Students will analyze and assess the results of specific research projects covering
critical areas of leadership and management. Finally, students will have the opportunity to
interact with recognized leaders in the field of education.
Prerequisite 823
GE 843
Field Internship in Administration I
This course requires 150 hours of internship activities supervised by a school administrator/
supervisor within a school setting. In an administrative role, interns are required to demonstrate
effective leadership skills that promote the success of all students. Interns must keep a daily
log of completed activities that will assist in achieving proficiency centered on the New
Jersey Professional Standards for School Leaders. These activities include facilitating the
development and implementation of a vision for learning, promoting a positive school culture
and climate, ensuring an effective and efficient learning environment, collaborating with
community members, acting with integrity and fairness, and responding to political, social,
and legal issues. During the semester, students participating will meet in groups to report and
discuss their district-level internship experience.
GE 845
Field Internship in Administration II
Students are required to complete a second internship experience consisting of an additional
150 hours of internship activities. Interns should spend a major portion of the day on tasks
that are directly related to the every day experiences of the educational leader. Students are
required to keep a daily log and record experiences gained in accomplishing those specific
administrative tasks. Specialized work should include public relations, disciplinarian and
decision making tasks, budgeting, scheduling, committee meetings, and researching. In
addition, participants will conduct program(s) on curriculum development and evaluation
based on current research and appropriate assessment needs, and prepare and implement
comprehensive professional growth plans for staff.
Prerequisite: GE 843
To advance to Candidacy the Comprehensive Exam must be passed
GE 871
Level Three
(Six Credits)
Dissertation Seminar I
Doctoral students will be guided and assisted in the development of their dissertation
proposals, writing dissertation chapters, design, data analysis, preparing articles for
publication, developing research proposals for professional conferences, and other professional
arenas. Emphasis will be placed on individual student work with their Mentor and Dissertation
Committee members.
GE 873
Dissertation Seminar II
Doctoral students will work individually with their Mentor and Dissertation Committee
members on the completion of their dissertation. To be deemed acceptable, the dissertation
must be evidence that the student has pursued a program of relevant educational social
research. The results of which reveal superior academic competence and a significant
contribution of knowledge in the field of educational leadership in a higher education or K-
12 school system setting. Students must maintain continuous enrollment in this course until
they have successful y completed and defended their dissertation. Students must have their
dissertation proposal approved by the Doctoral Committee for Research Involving Human
Subjects prior to registering for this course.
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