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| EDLD 601 School Law (3) |
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This course offers a study of the constitutional and statutory provisions for public education; the legal status of the local school district; the county and state offices; legal responsibilities, rights, and obligations of administrators, teachers, students, and school boards; the legal nature of school operations. There is emphasis on recent legislation and court decisions and their impact on schools. Attention is given to legal aspects of public education in New Jersey and New York.
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| EDLD 602 Collective Negotiations in the Public Sector (3) |
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This course offers: a survey of the development of collective negotiations in public education and public service; a study of evolving concepts in the negotiation process; technical preparation to assist administrators and employees in negotiations; legal trends; and evolving issues and current practices. There is some emphasis on case studies, collective agreements, and the status of public employee bargaining in selected states. This course is designed for individuals in personnel management, employer/employee relations in the public sector, and for individuals who wish to learn more about collective negotiations in the public sector.
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| EDLD 619 Individually Guided Education Leadership Workshop (3) |
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This workshop is an intensive experience designed to prepare facilitators, principals, and/or learning community leaders for implementation of individually guided education. Training is in individualization of instruction, peer teaching, observation methods, advisor/advisee relationships, and learning design.
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| EDLD 620 Selected Problems in Law for Teachers, Supervisors, Administrators and School Business Officials (3) |
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The seminar topics and activities focus on legal problems that are particularly significant for teachers, supervisors, and administrators in contemporary urban schools. Topics are examined for legal principles with illustrations from leading court decisions. Emphasis is placed on current trends and issues and the impact of the law on educational theory and practice.
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| EDLD 624 Evaluating School Programs (3) |
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This course examines the processes of mandatory and voluntary evaluation of schools. Its foci include both compliance reviews and reviews for school renewal and improvement. It outlines the self study process, examines the various approaches to school self-examination, explores development and modification of instruments which are helpful to information gathering, and examines the diverse methods of reporting findings.
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| EDLD 640 Home, School and Community Relations (3) |
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This course combines an experiential and theoretical approach to human relations training. Attention is centered on the personal development of individuals, focusing on relevant response styles and communication systems. This course focuses on enhancing interpersonal communication skills through the development of an understanding of listening/perceiving and communicating/responding. Significant class time is devoted to experiential models. All students analyze the dynamics of selected human relations training models.
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| EDLD 643 Educational Leadership through Total Quality Management (3) |
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Total Quality Management (TQM) is an approach to school governance, organization, and management. Among the basic premises of TQM are management by facts, student centeredness, and continuous quality improvement. The history of TQM is reviewed, and eleven core values of TQM are stressed. The positions of several authorities in the field are studied. Federal, state, and local initiatives are examined. The application to urban schools is made apparent. The necessary personal attitudes, skills, and behaviors for effective TQM leadership and implementation are identified. A plan of action for moving a school district toward TQM is developed. Group participation is stressed.
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| EDLD 646 Innovations in Curriculum and Educational Leadership (3) |
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This course offers a survey of innovative curricular, instructional, and organizational movements in public education, K-12. Identification of significant forces creating educational innovations; principles in identification and analysis and evaluation of innovative practices; and status of change movements in urban schools are examined in detail.
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| EDLD 655 School and Community Partnerships in Innovative Curriculum, Teaching and Learning (3) |
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This course explores established strategies, curriculum, and effective programs that develop partnerships be tween the school, parents, and the community to improve student achievement. The emphasis in curriculum innovation will focus on the standards-based curriculum in New Jersey as well as strategies and models for teachers to engage parents/ guardians in supporting their children for better achievement.
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| EDLD 659 Planning and Managing Technology in Schools (3) |
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This course prepares future school leaders in understanding the many uses of educational technology for instruction and institutional management. The course prepares students for participation in planning for the long range use of technology and for making informed choices regarding: hardware, software, network, connections, server strategies, policies for network use, staff and student training, and staffing for support and maintenance.
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| EDLD 660 Principles of Supervision and Human Resource Management (3) |
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This course offers an examination of evolving concepts of supervision of instruction combined with opportunities to acquire skills required to function in supervisory roles. Supervisory practices and functions are examined from the perspective of the teacher and supervisor through the use of case study materials and individual observations. The course includes attention to supervision behavior and procedures for encouraging staff development.
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| EDLD 662D Principles of Curriculum Development and Evaluation (3) |
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This course offers an overview of the factors, principles, and elements of curriculum development in the elementary and secondary school. Emphasis is on philosophical and psychological influences in education, as well as designing and evaluating curricular patterns for urban schools.
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| EDLD 663 Educational Administration Leadership I - Organizational Leadership (3) |
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This is a basic course for school principals, supervisors, and school business administrators providing an overview of the organization, management, and control of urban schools in the context of selected administrative theories and humanistic concerns. Emphasis is given to the structure and the social matrix in which schools operate. Procedures for assessing organizational climate, developing climate leadership, and defining a rationale for climate improvement are examined.
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| EDLD 664 Educational Administration Leadership II - Strategic Leadership and Teaching (3) |
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This is a basic course for those who anticipate a career in administration and supervision in schools, community colleges, hospitals, and public agencies. It includes study and analysis of leadership concepts and skills associated with administrative and organizational behavior. Emphasis is given to political and social theories of human behavior in social systems with illustrations from school systems, health institutions, and public agencies. It is management and leadership oriented, focusing on processes for building competencies in communication, decision making, morale and coping constructively with change. Attention is given to effective, scientific, human relations approaches to designing and implementing policies in formal organizations.
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| EDLD 665 Personnel, Supervision and Staff Development (3) |
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This seminar covers principles of staff supervision and resource development for line and staff supervisors who have responsibility for staff selection and for supervision and evaluation of program and staff. Emphasis is on analysis of a common core of management principles and functions pertaining to personnel administration and supervision in public schools and public sector institutions.
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| EDLD 668 Research in Urban Education, Supervision and Administration (3) |
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This is a tools course in the interpretation of research findings in the field of education. The library, measurement, statistics, and technology are examined as primary tools for educational research. Practical experience in applying the findings of research to problems and issues in teaching, learning, supervision, and administration are included.
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| EDLD 669 Measurement and Supervision of Learning and Teaching (3) |
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This course offers an examination of the supervisor's responsibility for curriculum development and evaluation and new strategies for working with urban school faculty. Special attention is given to new modes of in-service education for meeting instructional problems encountered in "inner city" schools.
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| EDLD 670 School Business Administration and Accounting (3) |
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This course examines the role of the professional school business administrator in the management of the financial and business affairs of a school system. Emphasis is on broad perspectives of educational and business concepts that enable the business administrator to function effectively as a member of the school management team. Significant attention is given to the technical responsibilities of board secretaries and school business administrators (NJ). The accounting publications of the New Jersey State Department of Education are an integral part of the course content. Publications such as: The Chart of Accounts, Directions for Using New Jersey Public School Financial Accounting System, School Accounting Guide, and The Audit Programs, are reviewed in context of field applications.
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| EDLD 673 The Principalship (3) |
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This course examines the responsibilities and duties of the principal today. The special problems of the principal in the urban schools are explored. The emerging role of the principal in identifying urban school objectives and developing and administering programs relevant to urban areas is emphasized. Legal and social aspects of the principalship are areas of focus.
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| EDLD 681 School Finance (3) |
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This course examines the theory and practice of financing public schools in the United States, with special reference to New Jersey's system for financing education. Topics include: analysis of models for state school finance with in-depth exploration of such issues as categorical aid, equalization aid, full state funding, power equalization, capital reserve funds, and financing school building construction. Emphasis is given to the development and administration of program oriented budgets.
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| EDLD 682 School Buildings: Planning Construction and Maintenance (3) |
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This course examines the political, social, fiscal, and technical/professional components for planning and renovating physical facilities for educational use. Attention is given to operating and maintenance costs in the context of declining enrollments and changing educational requirements. Theoretical and practical policies for effective plant utilization, including the withdrawing of school buildings from educational service are reviewed.
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| EDLD 685 Foundations of Policy and Political Systems in Urban Schools (3) |
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This course offers an examination and analysis of organizational theory: classical, human relations, and behavioral science with applications to management and supervision in large institutions. Case studies in the external and internal dynamics of urban institutions focusing on the political, sociological, psychological, and economic realities of institutional decision making are included.
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| EDLD 690 Internship for Urban School Personnel I (3) |
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This directed experience in educational supervision and administration is an opportunity for students of advanced standing in programs in administration and supervision to engage in an internship planned cooperatively by the candidate, a practicing school administrator (mentor), and the assigned departmental supervisor. Internships are planned in advance. In addition to working closely with the sponsoring administrator or supervisor in the full range of activities of his/her assignment, the candidate is expected to plan and complete a comprehensive project in one of the following areas of administrative and supervisory functioning: curriculum development, curriculum evaluation, instructional improvement, evaluation of instruction, administrative processes and leadership, resource management. This project is planned prior to the beginning of the internship experience. Prerequisite: Matriculation, advanced standing, permission of chairperson, and permission of Director of Graduate Studies.
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Counseling
COUN 602 The Psychology of Personality (3)
The significance of different personality theories and their relation to practice in the mental health disciplines are studied. The implications for personality assessment and intervention procedures are emphasized.
COUN 603 Developmental Psychology (3)
Theories and processes of human development are evaluated with emphasis on the relationships between physical, intellectual, social, and emotional aspects. This course integrates concepts derived from learning, clinical, cultural, and sociological studies with general behavior theory.
COUN 604 Tests and Measurements (3)
This course trains students in the principles of educational and psychological testing. Opportunities for studying the administration, scoring, and evaluation of group tests of intelligence, achievement, aptitude, and personality are provided. Emphasis is placed on the interpretation of psychological and educational tests and the implications of their findings.
COUN 605 Introduction to Counseling (3)
The work of the counselor in a variety of settings is examined. The history, philosophy, principles, and systems of individual and group counseling are explored. Local resources and community agencies are identified. Selected counseling theories and intervention strategies are discussed with reference to actual case material.
COUN 606 Research Methodology and Applications (3)
This is an introductory course in both descriptive and inferential statistics. Topics discussed include: measures of central tendency and variability; minimal and normal probability models; elementary correlational techniques; sampling distribution theory and tests of significance, chi square and other introductory nonparametric techniques; and introduction to analysis of variance.
COUN 608 Interviewing and Counseling (3)
In this course students develop interviewing and counseling skills which enable them to identify an individual’s needs within a broad, life-history framework. Its aim is to show how such skills can help establish an atmosphere conducive to productive counseling. (Prerequisite: Permission of the Program Coordinator required.)
COUN 609 Personality Maladjustments of Children and Adolescents (3)
This course studies the major topics of abnormal psychology with special reference to school-age children and youth. It covers the broad areas of identification, causation, treatment, and the educational problems of the emotionally and socially maladjusted child.
COUN 611 Psychology of Human Relations (3)
An in-depth examination of the dynamic forces that affect group relationships is offered. Historic, psychological and sociological factors are considered. In a seminar atmosphere, students are helped to examine their own attitudes as well as to study forces operating in inter-group relations in their communities today.
COUN 612 Principles of Behavior Modification (3)
This course offers a study of the basic concepts of behavior modification systems, which apply the principles of learning theory to behavioral problems. (Prerequisite: PSYC 601 Psychology of Learning and Cognition)
COUN 615 Therapeutic Intervention Techniques I: Alcohol and Substance Abuse (3)
This course provides an advanced survey of the methods, interventions, and treatment paradigms currently employed in the counseling of children, adolescents, and their families with alcohol and/or substance abuse-related problems.
COUN 616 Therapeutic Intervention Techniques II: Consultation in Educational Settings (3)
This course enables students to explore the various techniques and pragmatic approaches employed by psychologists in educational settings. This course includes parameters of various consultation models in reference to groups and cognitive behavioral areas as they relate to school environs, administrative issues, and practice-related concerns applicable to students, teachers, interdisciplinary child study team members and parents. The organization and culture of a school are addressed as the context for pragmatic approaches within the practitioner-scientist model of service intervention. Applied psychotherapeutic techniques, cognitive-behavioral approaches, and classroom practice are reviewed. In terms of the Reflective Urban Practitioner Model, students acquire knowledge to enable them to refine their pragmatic intervention skills.
COUN 618 Adolescent Development (3)
This course offers a study of the physical, intellectual, and cultural backgrounds of adolescent behavior. Adolescent attitudes, character and morals, and motivations are analyzed in relation to their implications for learning.
COUN 621 Applied Social Psychology
This course serves as an introduction to the field of applied social psychology. Special attention is paid to the methods of social research and how they have been used in the design and evaluation of programs that have been implemented to facilitate productive changes in various types of groups
COUN 624 Counseling in the Elementary School (3)
Philosophy, functions, research, and organization of counseling in elementary education are studied. The specific role of the elementary school specialist as counselor, consultant, and coordinator in elementary school guidance is developed. Special emphasis is given to the team approach. Case studies are utilized to illustrate theoretical background and practical application. Concepts, dimensions and current practices are investigated through relevant and current research.
COUN 625 Group Process and Procedures: Group Counseling (3)
This course increases students’ understanding of growth processes that occur in different types of group settings, particularly in group counseling. Group procedures are part of the course and the goal is to enable students to function as group counselors. Emphasis is placed on the dynamics in dealing with students at all levels of school settings. (Prerequisite: Permission of the Program Coordinator required.)
COUN 626 Ethics, Law and Professional Issues (3)
This course focuses on the American Counseling Association Code of Ethics as well as the Code of Ethics of the National Board for Certified Counselors and codes of ethics from ACA divisions. Federal and state laws as well as case law affecting the work of counselors are considered with special attention to the New Jersey Professional Counseling Licensing Act. Considerations of social justice, equity, and human rights are given special emphasis. In addition, this course teaches the process of ethical decision-making, taking into consideration real-life situations faced by counselors. Students become aware of the nature of the ethical dilemmas they face; integrate a knowledge of laws and ethical codes; develop an awareness of issues faced by counselors in treatment settings; and advance their skills in ethical decision making.
COUN 629 Multicultural Counseling (3)
This course introduces counselor trainees and practicing counselors to issues related to working with a culturally diverse clientele. In this course, students discuss the sociopolitical issues related to cross-cultural counseling and gain knowledge of the theory and skills that are needed to be effective cross-cultural counselors.
COUN 631 Psychopharmacology (3)
The overall goal of this course is to provide the student with introductory psychopharmacology of various medications, drugs, and alcohol. Agents to be covered include antidepressants, anti-psychotics, anxiolytics (anti-anxiety agents), anticonvulsants, stimulants, narcotic analgesics (opiates), hallucinogens (psychedelics), sedatives, and alcohol. The course will presume knowledge of introductory biological concepts and basic pharmacological concepts.
COUN 632 Family Therapy and Referral Networks (3)
This course introduces the student to the historical development of family systems therapy, its concept and practice. Specific techniques and family/system assessment and intervention are discussed and practiced. Special problems of family therapy are considered. Other concerns include feminist and multicultural issues, AIDS counseling, and family therapy with stepfamilies.
COUN 636 Advanced Practices in Group Counseling: Supervision (3)
This course provides a generic framework for supervision of group counselors. It is intended for students already involved, or soon to be engaged in facilitating groups. Clinical supervision is typically viewed as the integration of professional identity and competency. We will address modern day dilemmas facing facilitators of groups. Prerequisite: COUN 625.
COUN 650 Psychology of Alcohol and Substance Abuse (3)
This course provides an introductory level survey of the concepts, issues, and research on prevention, diagnosis, and treatment of alcohol and substance abuse-related issues.
COUN 663 Career Counseling and Development (3)
This course familiarizes the potential counselor with the reference materials, resources and procedures needed to guide students in educational and vocational decision-making. The wide range of possibilities from which students at all levels must make their choices is explored. Techniques for helping individuals assess their own potential and make realistic decisions are studied. Theories of career development and choice are examined in detail. Various methods of motivating students to become involved in career selection are studied.
COUN 675 Statistics (3)
This course describes the statistical tools used in psychological research and their application in experimental design. The course reviews basic statistical concepts, including probability, variance, and standard deviation in sample distributions, as well as the application of basic analytical tools, such as correlation, Chi square and t-tests. Students also learn about factorial design, analysis of variance, post hoc tests, analysis of covariance, multiple regression, and factor analysis, which are regularly used in empirical studies. Students will learn how to organize data using statistical software for efficient and comprehensive analysis of variables.
COUN 686 Counseling Case Studies (3)
This course offers an overview of diagnostic concepts for counselors with emphasis on differentiating between normal and abnormal behavior. Case studies are used to help students analyze major concepts and patterns that help account for human behavior. Special issues pertaining to assessment and diagnosis will be discussed. This course will introduce students to the Diagnostic and Statistical manual 4th ed. (DSM-IV).
COUN 690 Practicum in Counseling (3)
This course is designed to provide students with an intensive counseling practicum experience. The requirement includes a minimum of 40 hours of direct service and 60 hours of indirect service. Students will be provided with an opportunity to observe, first-hand, the roles and responsibilities inherent in the work of counselors; thereby enabling them to apply the skills and knowledge gained in prior coursework. (Prerequisites: Permission of the Clinical Coordinator, approval by the Clinical Committee, and 30 credits successfully completed before beginning the Practicum, including COUN 605, COUN 608, COUN 625 and COUN 626. Practicum and Internship may not be taken in the same semester, and each course must be successfully completed in sequential order. The Practicum application must be submitted to the Clinical Coordinator one semester before the student plans to begin Practicum. The Clinical Committee reviews the student’s readiness in the three core areas: Knowledge, Skills, and Dispositions. Students should review all guidelines in the Practicum and Internship Manual.)
COUN 694 Internship I (3)
Internship I is a 300-hour counseling internship that occurs in a counseling setting, under the supervision of a certified site supervisor. The requirement includes a minimum of 120 direct service and 240 indirect service clock hours. Students are placed in a wide range of counseling internships with respect to stated interests and career options. The internship provides students with a realistic assessment of the work of the counselor. Students are expected to integrate the various components of the M.A. in Counseling Program and to demonstrate skill through a host of assessment techniques. Experiences include planning, placement and follow-up; counseling and consultation different levels, career and educational counseling, self-assessment, program assessment, and professional development. (Prerequisite: COUN 690 Practicum in Counseling.)
COUN 695 Internship II (3)
Internship II is a 300-hour counseling internship that occurs in a counseling setting, under the supervision of a certified site
supervisor. The requirement includes a minimum of 120 direct service and 240 indirect service clock hours. Students are
placed in a wide range of counseling internships with respect to stated interests and career options. The internship provides
students with a realistic assessment of the work of the counselor. Students are expected to integrate the various components
of the M.A. in Counseling Program and to demonstrate skill through a host of assessment techniques. Experiences include
planning, placement and follow-up; counseling on different levels, career and educational counseling, self-assessment,
program assessment, and professional development. (Prerequisite: COUN 694 Internship I.)
COUN 703 Independent Study in Counseling (1-3)
This is a specialization and research course.
COUN 715 Consultation and Program Evaluation (3)
This course will prepare students to: (a) develop instructional, behavioral, and organizational consultation skills in educational and human service settings, (b) utilize research and statistical evaluation tools, and (c) apply these tools to program evaluation in educational and human service settings. Students will gain experience in using consultation and evaluation skills in applied settings, with up to 35 clock hours of practicum experience. (Prerequisite: COUN 616 Therapeutic Intervention Techniques II: Consultation in Educational and Applied Settings.)
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