Montclair State University College of Education and Human Services

Collegeof Education

and Human Services• Advancing Best Practices and Innovation

• Promoting Equity and Diversity

• Making a Difference for Families, Children, and Communities

• Building Knowledge Through Scholarship and Research

M O N T C L A I R S T A T E U N I V E R S I T Y

I often say, I am the most fortunateeducation dean in the nation, and Ibelieve you will understand why whenyou read about the College ofEducation and Human Services atMontclair State University in the pagesthat follow. With a faculty and staffsecond to none, a beautiful andtechnologically advanced newbuilding, cutting-edge programs, anda College-wide commitment topreparing educators and humanservice professionals who will worktoward a healthier, more just, andbetter educated society, the College ofEducation and Human Services is aspecial place to work, teach, study,and conduct research.

The College of Education and HumanServices is committed to advancingknowledge and educatingprofessionals in a diverse array offields, including teaching, nutrition,food management, athletic training,counseling, health education, publichealth, family and child studies,exercise science, physical education,special education, literacy, educationalleadership, Philosophy for Children,and organizational development andtraining. We offer undergraduate,master’s and doctoral programs andwe invite you to visit our Web sitecehs.montclair.edu to learn moreabout them.

I hope you enjoy reading thispublication and I invite you to contactus for more information and to visitthe campus.

Best regards,

Ada Beth CutlerDean

� College of Education and Human Services

College of Education and Human Services �

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About Montclair State University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

About the College of Education and Human Services . . . . . . . . . . . . .5

Advancing Best Practices and Innovation:Preparing Outstanding Practitioners . . . . . . . . . . . . . . . . . . . . . . . . . . .6Academic programs in the College aim to provide students with a seamlessexperience that integrates classroom learning and theory with diverseexperiences in their professional fields. These approaches includethe integration of technology into the academic experience, newapproaches to teaching and learning, and innovative opportunities forprofessional development.

Promoting Equity and Diversity: The Pursuit of Social Justice . . . . .10The College’s view of social justice is based on the concepts of fairness, equity,and meaningful access to the benefits of society for all people. Faculty, staff,and students seek to promote a society in which people are treated fairly andjustly regardless of their race, religion, economic or educational status,language, gender, sexual orientation, or other sociocultural factors.

Making a Difference For Families, Children and Communities:Partnerships and Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12The College strives to build partnerships that extend beyond the walls ofUniversity Hall by working with New Jersey communities and schools toimprove the lives of children and their families.

Building Knowledge Through Scholarship and Research . . . . . . . . .16College faculty members are engaged in developing new knowledge andexamining and improving current practices in their fields. There is a strongconnection between the research being conducted by faculty in the Collegeand the work of practitioners in education and human services.

The College and You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Departments, Centers, and Institutes . . . . . . . . . . . . . . . . . . . . . . . . .19

With a 100-year tradition of excellence and educational leadership,Montclair State University’s College of Education and Human Services offersseveral advantages for those pursuing an undergraduate or graduate education:• Outstanding and innovative programs in the education and human servicesfields with nationally recognized faculty and accreditation;

• Program faculty and staff dedicated to meeting the unique needs of ourstudent population;

• Facilities that are on the cutting edge of learning and technology,including University Hall, home of the College of Education and HumanServices, and the largest and most sophisticated building in theUniversity’s history;

• Flexible study for graduate students, including weekend, accelerated andweb-enhanced course options.

You are invited to learn more about the College, and the accomplishments of itsfaculty and students, in the pages that follow.

4 � College of Education and Human Services

Montclair State is New Jersey’s second largest university. It offers the advantages of a large

university—a comprehensive undergraduate curriculum with a global focus, a broad variety of

superior graduate programs through the doctoral level, and a diverse faculty and student body—

combined with a small college’s attention to students. Since its founding in 1908, Montclair State

University has had a rich history of innovation, distinction, and growth. A vital educational force, it is

ranked as one of the top universities in the region. Graduates from Montclair State University are well

equipped with the skills needed to respond to today’s dynamic environment, as well as future

challenges and opportunities.

MONTCLAIR STATEUNIVERSITY

ABOUT

The College of Education and Human Services at Montclair StateUniversity is dedicated to:

• Providing quality undergraduate and graduate programs for bothtraditional and non-traditional students; developing professionals ineducation and the human services who will achieve the College’sacademic goals and meet requisite professional standards; andmaking available a host of other learning opportunities.

• Supporting and engaging in service and scholarship (including local,national, and international collaborations) which add to the bodies ofknowledge and practice in the disciplines represented in the Collegeand which address the consequential issues faced by local, national,and global communities.

• Collaborating with field-based professionals—based on parity, trustand mutual interests—to support the continued learning ofexperienced professionals and foster the simultaneous renewal ofthe preparation of professionals and of the professions andcommunities in which they serve.

The College of Education and Human Services’ academic programs arecommitted to preparing professionals:

• Who emerge with the requisite knowledge and skills to be excellentpractitioners within their professions and their communities.

• Who engage in critical reflection, inquiry, critical thinking, andlife-long learning.

• Who are committed to the moral and ethical dimensions andstandards of their professions, including the pursuit of social justice.

• Who promote learning and growth for all, with respect for social,cultural, economic, and individual differences.

• Who assume the responsibility of being stewards of best practicewithin their profession.

• Who understand their role in preparing and supporting individualsand groups to be active and critical participants in an emergingpolitical and social democracy.

College of Education and Human Services � 5

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ABOUT THE

COLLEGE OF EDUCATION ANDHUMAN SERVICES

ADVANCING BEST PRACTICESAND INNOVATION:

Preparing Outstanding PractitionersBest Practices

Academic programs in the College aim to provide students with a seamlessexperience that integrates classroom learning and theory with diverseexperiences in their professional fields. Best practices are approaches,methods, and processes that have been shown through research to lead todesired results and are consistent with the values and commitments necessaryto promote educational excellence, equity, and social justice in a democraticsociety. Examples of such practices include:

• The Montclair State University Network for Educational Renewal(MSUNER) is a 20-year-old school-university partnership with a deep andextensive history. The Network promotes the simultaneous renewal of schoolsand the education of educators through collaboration between and amongMontclair State University and member school districts as equal partners.Currently, 26 school districts in New Jersey are members of the Network,including large and small, suburban and urban districts.


Montclair State University wasnamed one of 10 Leading Schools ofEducation in the nation by Edutopia,the magazine of the George LucasEducational Foundation. To view thevideo featuring faculty and studentsfrom the College of Education andHuman Services, please visit

cehs.montclair.edu.

• The Teacher Education Advocacy Center (TEAC) encourages andsupports the recruitment and preparation of students from minority groups(e.g., linguistic, cultural, racial and/or ethnic) into teaching. Full-timeadvisors/counselors are on hand to assess student needs and providepersonalized support, academic guidance, college life adjustment, counseling,mentoring, career networking, and financial aid assistance. In 1998 whenTEAC was inaugurated, students of color comprised 8% of the teachereducation program. Ten years later, students of color comprise 20% of theteacher education program, which is higher than the national average fordiversity in a teacher education program.

• The state-of-the-art Consultation Suite consists of an interactive classroomwith an impressive array of instructional technology resources, and 10 privatemeeting rooms each equipped with a video camera and the ability to recordsessions on DVD. The technology in the suite not only enhances teaching, butalso allows students to record, archive, and review their own practicesessions. Learning Disabilities and Special Education program students

(Top):

Professor Larry Burlew, EdD, of the Department of

Counseling and Educational Leadership, is an expert

in the study of work issues and adult career

development. His most recent book is Successful

Work Adjustment: A Life Span Approach.

(Bottom):

Professor Michele Knobel, PhD, of the

Department of Early Childhood, Elementary and

Literacy Education, is a nationally and internationally

recognized leader in the field of “new literacies.”

She is co-author or co-editor of 16 books, including

the recently published Handbook of Research on

New Literacies and Digital Literacies: Concepts,

Policies and Practices, and her work has been

published in four languages.


provide individualized educational and psychological evaluations for school-age children who are experiencing learning and/or behavioral difficultiesthat have an impact on school performance. The evaluations result inrecommendations for intervention that can be followed up in school and athome. Counseling students use the suite to gain one-on-one live counselingpractice under the supervision of a faculty member, which enhances theirability to serve future clients.

• Modern laboratories allow Nutrition students to engage in foodpreparation, processing, and handling in an environment that replicates thatof industry. Students enrolled in the Exercise Science and PhysicalEducation programs have the opportunity to use the new, state-of-the-artHuman Performance Laboratory and the Physical Education ActivityLaboratory facilities for learning activities and research in motor learning,biomechanics, and exercise physiology. Coupled with internships and fieldwork, these experiences ensure that our graduates can successfully applyclassroom learning to practice prior to graduation.

• Educational Leadership Dialogue Evenings provide a unique experiencefor graduate students who have completed their field experiences. Studentsand program faculty sit with practicing administrators from around thestate—including principals, vice principals, superintendents and assistantsuperintendents—to discuss their experiences with Interstate School LeadersLicensure Consortium (ISLLC) Standards, to ask questions of professionals inthe field, and to begin to network.

InnovationThe College of Education and Human Services strives to remain on the cuttingedge of new educational approaches and utilizes those approaches in workingwith students and with the communities served by the institution. Theseinnovations include the integration of technology into the academic experience,new approaches to teaching and learning, and innovative opportunities forprofessional development.

The Center of Pedagogy is one of the College’s most notable innovations.Montclair State University was the first university in the nation to create a formalstructure in which faculty and administrators from arts and sciences, educationand the public schools—known as the Tripartite—are equally involved in theongoing work of teacher education. The Center of Pedagogy is charged withinitiating and coordinating all aspects of teacher education at the University, andis guided by the belief that high quality public education is critical to creatingand sustaining a political and social democracy.

Innovation in Technology for Teachingand LearningThe ADP Center for Teacher Preparation and Learning Technologiesfunctions as a hub for research in pedagogy, curriculum planning, instructionaldesign, and educational technology. The mission of the ADP Center is to improvethe quality of education for teacher education students, practicing teachers,counselors, administrators, and others in professional careers in pre-K throughsecondary schools and post-secondary education. The ADP Center maintains awide variety of resources to meet the technological needs of faculty, students, andthe community.


Professor Alina Reznitskaya, PhD, of the

Department of Educational Foundations, was one

of 20 scholars awarded a 2006-2008 National

Academy of Education Spencer Postdoctoral

Fellowship. Drawing on her previous research on

argumentation development, she is seeking to

examine the relationship between the features of

classroom interactions and the cognitive

development of elementary school students.

These resources include:

• The Online Learning Design Studio provides faculty with a complete setof media production tools including a podcasting suite, video capture andediting tools, screencasting applications, media conversion, and duplicationmachines. In addition, the studio offers users access to an InstructionalMedia Designer who is there to assist them in shaping their online or hybridcourses, ensuring that their curriculum and instruction integrate the mostpedagogically meaningful and appropriate applications and content availablein today’s digital learning environment.

• The Instructional Technology Design Laboratory is a teaching, learning,and instructional media design space that provides dual platform (Mac/PC)multimedia workstations with large screen monitors connected centrally to ateacher station that can project both audio and video through an in-roomprojection system as well as to the web through an internet-connectedmedia server. This laboratory serves approximately 500 individual classes,professional development workshops, conferences, and Montclair StateUniversity camps each semester as students and teachers access anddesign web-based instructional media such as podcasts, video/film, blogs,wikis, and other Web 2.0 applications.

College of Education and Human Services faculty members continue to pushthe envelope and integrate technology into their programs and courses ininnovative ways, including:

• Online discussions based on cases or vignettes so students can apply theconcepts they are reading about in real-world situations.

• Video podcasts on class-related topics that students can watch or listen towhen it is convenient for them.

• Weblogs (or blogs), wikis, and digital storytelling.

By increasing the availability of online lectures and discussions, faculty canspend class time guiding students in applying what they are learning,providing for higher order thinking activities. As students learn how to createa course wiki or how to learn best in a hybrid course, they engage in deepconversations about the relationship of technologies to learning, therebybringing a critical perspective to the course.

Innovation in ProfessionalDevelopmentThe College of Education and Human Services Summer TechCamp engages faculty in the design of innovative and highly mediatedinstruction, integrated across disciplines both in class and online.Participants have worked to redesign existing face-to-face coursesinto hybrid or blended online learning experiences that integratehighly collaborative Web 2.0 learning technologies such as wikis,screencasts and Google Docs as well as emerging teachingenvironments including Second Life.

The Digital Backpacks program is an innovative professionaldevelopment program for East Orange Middle School teachersfor use with their Montclair State University student teachers.Generously funded by the Verizon Foundation and the NewJersey Department of Education’s Improving Teacher Quality

Grant, this program provides each teacher with a “backpack” of digitalteaching and learning tools, online instructional planning resources,professional development, and the in-class and online support necessary tosuccessfully teach the next generation of learners. For more information or toview a brief film detailing the program, please visithttp://digitalbackpacks.blogspot.com.

The ADP Center—through a partnership with the New Jersey EducationalComputing Cooperative (NJECC) and its work with the Montclair StateUniversity Network for Educational Renewal—provides several professionaldevelopment opportunities throughout the year for college and universityfaculty, students and practicing P-12 educators. The Technology Tuesdaysafter-school workshop series focuses on innovative curriculum and technologyintegration. The Center also hosts an annual pedagogy-focusedtechnology conference, the New Jersey Educational ComputingConference, the WebQuest Institute, and the Digital Learning Institute.

Through the Urban Educators Institute, faculty and students spend a weekin seven exemplary Newark public schools to meet teachers, administrators,students, and other education professionals. The Institute aims to challengemany myths, stereotypes, and assumptions about urban education and urbancommunities through observation and dialogue. The Institute helps participantssee how these schools build community, engage in best practices across thecurriculum, and develop as learning organizations.

The Leadership Associates Program is a vehicle through whichfaculty in education, arts and sciences, and the publicschools create a shared vision for education and teacherpreparation. Each year, since 1993, approximately 20educators from each of these three groups have cometogether at Montclair State for two weeks during thesummer to participate in an intensive seminar that focuseson public education in a democracy and issues such associal justice and equity.

The Counselor Development Institute sponsors anongoing series of conferences and workshops oncurrent issues to foster the professionaldevelopment and continuing education ofpracticing counselors. Conference andworkshop topics have included:

• The Challenge of Crisis: CollegeCampuses, Schools, andCommunities.

• Understanding the SchoolCounselor’s Role in our DiverseSociety: Beyond MulticulturalCompetence.

• Sexual/Physical/EmotionalAbuse: What’s HOME Got to DoWith It?


Professor Robert Reid, PhD, of the Department of

Family and Child Studies, oversees Project C.O.P.E.

(Communities Organizing for Prevention and

Empowerment), which works with community

agencies to provide effective substance abuse and

HIV prevention programming in the city of

Paterson. This project is funded through grants

from the U.S. Department of Health and Human

Services, the Substance Abuse and Mental Health

Services Administration, and its Center for

Substance Abuse Prevention.

Professor Mark Kaelin, EdD, of the Department of

Health and Nutrition Sciences, has received more

than $3 million for grant-funded projects over the

past eight years. His most recent grant from the

National Institutes of Health (NIH) seeks to develop

middle school students’ understanding of the

science of epidemiology by exploring patterns of

physical activity and diet and their health

consequences.

The NNER delivers leadership development and support to its membership,including institutions of higher education, local education agencies, andcommunities. Its goal is the simultaneous renewal of the schools and teachereducation. Founded by John Goodlad, the NNER is dedicated to preparingstudents for thoughtful and informed participation in our democratic society.

The Urban Teaching Academy (UTA) is designed to prepare and supportteaching candidates who wish to make a commitment to teaching in urbanschools. Coursework focuses on coming to know urban young people, theirfamilies, communities, and schools. Students take courses as part of a small,supportive cohort. In addition to participating in fieldwork and student teachingin an urban setting, students in the UTA are involved in a communityinternship, working with community-based organizations and institutions.


The College’s view of social justice is based on the concepts of fairness, equity,and meaningful access to the benefits of society for all people. Throughinteractions with students, colleagues, and community members and throughpreparation of future professionals in the education and human services fields,faculty, staff, and students seek to promote a society in which people are treatedfairly and justly regardless of their race, religion, economic or educational status,language, gender, sexual orientation, or other sociocultural factors.

The College focuses on equity and diversity in education and human servicesthrough a variety of initiatives.

Montclair State University and the Montclair State University Network forEducational Renewal (MSUNER) have been members of the NationalNetwork for Educational Renewal (NNER) since its inception in 1992.

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PROMOTING EQUITY AND DIVERSITY:The Pursuit of Social Justice

The concept of culturally responsive practice, based on thework of Montclair State University scholars Ana MariaVillegas and Tamara Lucas in Educating CulturallyResponsive Teachers: A Coherent Approach (2002), isthreaded throughout the College’s programs and initiatives.In an increasingly diverse society, educators and humanservices professionals must be responsive to both theindividual and cultural backgrounds of the students andclients with whom they work. Such responsiveness isnecessary to reduce the historical inequities in society andsocial institutions such as schools. The conception of theculturally responsive professional encompasses six salientcharacteristics. Such professionals:

• Are socioculturally conscious—that is, they recognize thatthere are multiple ways of perceiving reality and that theseways are influenced by one’s location in the social order;

• Have affirming views of people from diverse backgroundsand see their differences as resources for learning, notproblems to be remedied;

• See themselves as both responsible for and capable ofbringing about change that will make schools and othercontexts more responsive to all people;

• If they are educators, understand how learners constructknowledge and are capable of promoting learners’knowledge construction in the various capacities in whichthey interact with students;

• Know about the lives of the people they serve in order tohelp them build bridges to learning; and

• Use their knowledge about their students’ or clients’ livesto help them achieve success.


(Top):

Professor Joseph Oluwole, JD, PhD, of the

Department of Counseling and Educational

Leadership, studies legal issues with respect to

educational equity, access, and accountability. His

recent work was published in the Stanford Journal

of Civil Rights and Civil Liberties and the Journal of

Law and Education.

(Bottom):

Professor Connie Gager, PhD, of the Department of

Family and Child Studies, studies relationship quality

and family time use. Her most recent research

focuses on the intergenerational transmission of

relationship quality/conflict from parents to their

adult children. She is the recipient of a grant from the

National Institutes of Health (NIH) for her project

studying The Effects of Parental Marital Discord on

Adult Children.

The Prudential Teaching Scholars Program, generously supported by thePrudential Foundation, prepares post-baccalaureate teacher candidates toteach math and science in the Newark Public Schools. Participants admittedinto the program receive full tuition for 36 credits of coursework. They agree toteach in Newark for five years after completing the program. Program featuresinclude a cohort model, close mentoring by experienced faculty, studentteaching in schools committed to teacher learning, and ongoing inductionsupport during the first three years of teaching.

Members of theMulticultural Inclusive Teacher Candidates’ Organization(MINTCO) are students from diverse cultures, races, and backgrounds who arepursuing initial teacher certification. MINTCO welcomes all students who have aninterest in improving education. The purpose of the organization is to provide bothundergraduate and graduate students with a community of learners from whomthey can receive support, information, and advice as they progress through theTeacher Education Program. The organization provides a forum for networkingwith campus and public school faculty to discuss substantive issues in education.

The Agenda for Education in a Democracy (AED) is the four-part mission thatguides the College’s work in teacher education. It means providing equal accessto quality learning for all students, promoting responsible stewardship of ourschools and universities, improving teaching and learning through pedagogy thatnurtures and challenges all learners, and providing students with the knowledge,skills, and dispositions to become fully engaged participants in our democraticsociety. The Office of the AED at Montclair State is responsible for building,developing and maintaining the focus on this shared vision. The Office sponsors anumber of initiatives, including an Annual Advance—a professionaldevelopment workshop for arts and sciences and education faculty and staff andschool partners, focusing on a pressing issue in the educational community.Topics for the Annual Advance have included:

• Urban Education: Identifying Issues, Imagining Possibilities• Stories of Power, Language and Culture: Impact on Universities, Schools,and Communities

• Democracy, Diversity, and Development: Enhancing Our Pedagogy ThroughCritical Construction

• Difficult Discussions: Talking Openly with Our Students and Colleagues AboutRace and Privilege

• Educating Other People’s Children and Ourselves About Race and Racism:Working Together and Communicating Across Racial Lines

• Beyond Multiculturalism: Confronting Prejudice, Privilege, and Power inOurselves and Our Students

Through their field experience coursework, Family and Child Studies studentshave been engaged in an effort with the Montclair Board of Education to reducethe academic achievement gap in the Montclair Public Schools by providingacademic enrichment activities in math and literacy to elementary school-agechildren. Close to 600 students have participated in this program, which wasrecognized in a proclamation by the Township of Montclair. College students learnhow to work closely with younger students who appear to be different fromthemselves; work in a program that seeks academic equity for students who areeligible for assistance as a result of their poor grades and low test scores; andwork with peers and teachers who are different from themselves.


MAKING A DIFFERENCE FOR FAMILIES,CHILDREN, AND COMMUNITIES:

Partnerships and Outreach

Professor Elizabeth Erwin, EdD, of the Department

of Early Childhood, Elementary and Literacy

Education, conducts cutting-edge research on

inclusive early childhood education. She is the co-

author of a bestselling text in the special education

field, Families, Professionals and Exceptionality:

Positive Outcomes through Partnership and Trust.

The College of Education and Human Services strives to developpartnerships that extend beyond the walls of University Hall, working withNew Jersey communities and schools to improve the lives of children andtheir families.

The Ben Samuels Children’s Center is a model of excellence in theinclusive early care and education of children from birth to six years. TheCenter is a community where children of differing abilities, needs, cultures,ethnicities, means, and family structures are provided with developmentallyappropriate activities and services. Families of children enrolled in the Centerare provided with support, assistance, and resources in the care andeducation of their children. The Center serves as a learning laboratory forMontclair State University students.

The Early Childhood Autism Institute aims to enhance the capacity ofparents, care givers, educators, and school districts to understand and worksuccessfully with young children on the autism spectrum. The framework thatguides the work of the Institute draws upon the DIR®/FloortimeTM approach,and is responsive to individual differences, stresses affective development,and is consistent with quality early childhood educational practice. TheInstitute provides educational experiences for a range of adults working withyoung children (birth through eight years of age) on the spectrum of autism,including conferences, workshops, consultations, and coaching.

Recognized by the American Philosophical Association for excellence andinnovation, the Institute for the Advancement of Philosophy forChildren (IAPC) provides curriculum materials for engaging young people(pre-school through high school) in philosophical inquiry and providesteacher preparation in the pedagogy of the classroom community of inquiry.The IAPC also conducts philosophical and empirical research in teachingpre-college philosophy and the uses of philosophy for educationalobjectives including critical and creative thinking, social democracy,and ethical judgment.

Montclair State University forged an alliance with the Hudson County Officeon Aging to provide nutrition support programs such as education,counseling, and food safety to senior citizens who live in Hudson County.Meal services and nutrition education are provided to more than 2,000ambulatory and homebound senior citizens daily and on weekends.

The Literacy Enrichment Center (LEC) provides professional diagnosticand literacy support services to the Northern New Jersey community, bothchildren and adults, who are experiencing difficulties in literacy and languageskills. The LEC is staffed by current graduate students and Certified ReadingSpecialists, under the supervision of faculty from Montclair State University’sGraduate Program in Reading. The Center also conducts an annual four-week Summer Literacy Enrichment Program for children ages 6-17.

The Montclair State University Network for Educational Renewal(MSUNER) promotes the simultaneous renewal of schools and teachereducation through collaboration between Montclair State University and its26 member school districts. In member districts, teachers andadministrators gain the opportunity to work with Montclair State Universityfaculty at school sites and at the University. They are exposed to nationalexperts on school and teacher education reform and collaborate withneighboring schools and districts. Teachers in member districts can be

(Top):

The Ben Samuels Children’s Center is a model of

excellence in the inclusive early care and education

of young children.

(Bottom):

Professor Ana Maria Villegas, PhD, of the

Department of Curriculum and Teaching, is a

nationally-recognized scholar in the areas of culturally

responsive teaching and educational equity. Her

research focuses on preparing prospective teachers to

teach a diverse student population and the recruitment

and preparation of people of color for the teaching

profession. In 2004, she won the prestigious Margaret

B. Lindsay Award for Distinguished Research in Teacher

Education from the American Association of Colleges

for Teacher Education (AACTE).



appointed as Clinical Faculty for the University, serving as cooperatingteachers, on-site mentors, co-facilitators, and teachers of workshops andseminars, and adjunct faculty on campus. The MSUNER has over 1,000Clinical Faculty members in its partnership and provides access toprofessional development activities for more than 11,000 teachers andadministrators in its member districts. Over the past 20 years, the MSUNERhas developed an extensive research-based professional developmentprogram. The MSUNER offers an array of professional developmentopportunities for member school districts, including:

• The MSUNER Teacher Incentive Grants serve to encourage teachers toenhance student learning. To accomplish this, a teacher can, for example,experiment with new teaching strategies, improve skills, or develop a classproject through work on a specific short-term project. Previously fundedgrants have included Using Art to Explore Nature, Literacy Centers in theClassroom, and Using Political Cartoons to Teach Social Studies.

• The Teachers as Scholars program furthers school-university collaborationby providing public school educators with intellectually stimulating seminarsoffered by university faculty in the arts and sciences. As a Teachers asScholars site, Montclair State University offers seminars that focus on threemain areas: Great Lives and Literatures; Living, Learning, and the Arts; andScience Matters. The Teachers as Scholars program at Montclair State ismade possible by a grant from the Woodrow Wilson National FellowshipFoundation. This is one of just 29 Teachers as Scholars programsthroughout the country and the third such program in New Jersey.

• The Geraldine R. Dodge Foundation Project offers a team approach toprofessional development. A team of six clinical faculty (five teachers andone administrator or supervisor) works together for a year on a professionaldevelopment project, and attends mini-courses on teacher action researchand peer coaching. The team receives a budget to conduct its work andeach member is awarded a stipend to conduct and write up theaction research.

• The MSUNER Summer Conference takes place each year in late June.Teachers who have participated in MSUNER grant opportunities present theirwork at the two-day conference. Mini-courses are also available forconference participants. In recent years, more than 300 teachers andadministrators participated in the conference including 150 who alsopresented their grant work.

The ADP Center for Teacher Preparation and Learning Technologiesplays host to a variety of camps and educational programs for P-12 studentsthroughout New Jersey offering space, support, and workshops to the MSUGifted and Talented Youth Program, The Passaic River Institute, Write On SportsSummer Camp, Future Educators of America, the Gear-Up University Programand the Urban Teaching Academy. In addition, the ADP Center serves asteaching and learning space for The Bradford School in Montclair PublicSchools. Bradford School is a Montclair State University partner school thatprovides multiple learning opportunities for Montclair State University studentsand has access to university facilities and programs for its students.

The Curriculum Resource Collection (CRC) is housed in the ADP Center andprovides teacher education students, faculty and P-12 educators from theMontclair State University Network for Educational Renewal with access to, and

Professor Robert Horn, PhD, of the Department of

Exercise Science and Physical Education, studies

motor behavior and skill acquisition, including the

effects of perception and feedback on the teaching

and learning of motor skills.

the requisite support, for more than 20,000 curriculum, instruction, andassessment resources across all grade levels and disciplines includingcurriculum guides, lesson plans, professional videos, textbooks, children’sliterature, and sample evaluation tools as well as subscriptions to approximately50 periodic publications. In addition, the CRC provides individuals withaccess to traditional and new media teaching tools. It also offers users accessto multimedia computers installed with internet access and common andemerging educational software applications as well as a video viewing kioskfor previewing the more than 500 professional videos in the collection.

Family and Child Studies students have provided 2-3 hours a week ofservice to well, frail, and institutionalized older adults through partnerships withvarious providers in and near Montclair. Through long-term, sustainedpartnerships with a variety of service organizations, students have learnedabout the variations in how people age, helped families provide services andcare for elders, and learned the tremendous impact their communityengagement work can have on themselves, the older adults they interactedwith, the families of the older adults, and the community service organizations.

Faculty members in Educational Leadership, through a partnership with theTurnaround Leadership Professional Learning Community Network inthe New Jersey Department of Education, work with administrators in severalAbbott School Districts to promote qualities of distinguished leadership throughcoaching and professional development. They provide on-the-job support forschool leaders to assist them in meeting adequate yearly progress goals.Montclair State University is one of only three colleges and universities in thestate chosen for this project.

Project C.O.P.E. (Communities Organizing for Prevention and Empowerment),is a five-year federal project funded by a grant from the U.S. Department ofHealth and Human Services, Substance Abuse and Mental Health ServicesAdministration (SAMHSA) and its Center for Substance Abuse Prevention(CSAP). A collaborative effort between the Department of Family and ChildStudies, the College of Education and Human Services, and numerouscommunity-based organizations, this initiative is increasing the capacity oflocal social service agencies by providing effective substance abuse and HIVprevention programming in Paterson. Paterson is the third largest city in NewJersey and has among the highest rates in the state for both substance abuseand HIV/AIDS infection among African American and Hispanic/Latino residents.Prevention programs, however, are scarce. Project C.O.P.E. seeks to developand coordinate comprehensive community-based substance abuse and HIVprevention services targeting underserved and at-risk racial and ethnicminority youth.

Detectives in the Classroom is a collaborative project that integrates thescience of epidemiology into middle school science, mathematics, and healthcurricula. The project is funded by Science Education Partnership Awards fromthe National Center for Research Resources, National Institutes of Health. Thecurriculum engages students in doing their own research, or detective work, aswould professional epidemiologists. This allows hands-on learning regardingdisease and other health conditions relevant to young people.

(Top):

Professor Amanda Birnbaum, PhD, of the

Department of Health and Nutrition Sciences, is a

behavioral epidemiologist who explores how school,

community, and other social environments interact

with personal characteristics to affect adolescent

health behaviors. She was awarded a grant from

the National Cancer Institute to develop a model for

increasing adolescent after-school physical activity.

(Bottom):

Professor Shahla Wunderlich, PhD, of the

Department of Health and Nutrition Sciences, studies

the impact of integrated nutrition education and

physical activity programs on the health status of

elderly people. In support of her work, she has received

a grant from Hudson County Area Agency on Aging.


BUILDING KNOWLEDGE THROUGHSCHOLARSHIP AND RESEARCH


Faculty members in the College of Education and Human Services are engaged intimely and innovative scholarship to research important questions in education andhuman services fields. They are skilled researchers and scholars with doctoraldegrees from such institutions as Harvard, Stanford, Columbia, New York University,Michigan State University, Pennsylvania State University, University of California atBerkeley, Boston College, George Washington University, University of Wisconsin,University of Massachusetts, and The Ohio State University.

College of Education and Human Services faculty members are engaged indeveloping new knowledge and examining and improving current practices in theirfields. There is a strong connection between the research being conducted by

faculty in the College and the work of practitioners in education and humanservices—including teachers, administrators and health educators in P-12schools, athletic trainers, dieticians, counselors, family service providers, and childlife specialists. Faculty members recognize the importance of preparingprofessionals in education and human services who can use data appropriately andwisely to make good professional decisions.

During the past five years, the College of Education and Human Services has beenawarded $13,632,845 in grants from federal agencies and private foundations.Please see examples of grants below.

Involving Adolescents in PhysicalActivity PromotionPrincipal Investigator: Dr. Amanda BirnbaumNational Institutes of Health ($182,380)This work develops intervention materialsand measures for promoting physicalactivity among multiethnic urbanadolescents through workshops conductedin after-school programs.

Learning to Learn from Data: UsingData to Inform Instructional Decisionsand Improve Student Learning in Low-Performing Urban SchoolsPrincipal Investigator: Dr. Katrina BulkleySpencer Foundation ($56,010)This study focuses on low-performing,urban elementary and middle schools thatare under significant pressure to improvestudent achievement and to use data toeffectively accomplish that goal.

Mathematics and SciencePartnership ProgramPrincipal Investigators: Dr. Deborah Eldridgeand Dr. Vincent Walencik

NJ Department of Education ($65,097)Together with Stevens Institute ofTechnology, this project provides teamsof 4 teachers from 20 different schools withintensive professional developmentdesigned to address topics in Grades3-5 science, mathematics, andtechnology education.

Evaluation of 31 Abbott SchoolDistrictsPrincipal Investigator: Dr. Bari ErlichsonNJ Department of Education ($525,038)This project researched and provided anaccurate description of the status ofcurriculum and professional developmentin the 31 Abbott districts.

Center for Research on PublicEducation at Montclair StatePrincipal Investigator: Dr. Bari ErlichsonNJ Department of Education ($814,085) This project studied the effectiveness of 15school districts in New Jersey under thestate’s Quality Single AccountabilityContinuum test.

Effects of Parental Marital Discord onAdult ChildrenPrincipal Investigator: Dr. Connie GagerNational Institutes of Health ($144,435) This project examines the influence ofparental conflict and relationship quality ontheir children’s ability to manage andnegotiate conflict in close relationships andto maintain happy and stable relationshipsin adulthood.

Exploring Drug Abuse through theScience of Epidemiology/Detectives inthe ClassroomPrincipal Investigator: Dr. Mark KaelinNational Institutes of Health ($2,012,159) Robert Wood Johnson Foundation($322,306)This project develops, evaluates,and disseminates a curriculum usingthe science of epidemiology to exploredrug abuse issues relevant to highschool students.

Epidemiology and the EnergyBalance EquationPrincipal Investigator: Dr. Mark KaelinNational Institutes of Health ($1,304,049)This project focuses on developing middleschool students’ understanding of thescience of epidemiology by exploringpatterns of physical activity and diet andtheir health consequences.

The Montclair Social Norms ProgramPrincipal Investigator: Dr. Brenda MarshallUS Department of Education ($176,922) This project evaluated, disseminated,and enhanced the alcohol and drugprevention program on Montclair StateUniversity’s campus.

Project C.O.P.E. (CommunitiesOrganizing for Prevention andEmpowerment)Principal Investigator: Dr. Robert ReidUS Department of Health & HumanServices/SAMHSA ($944,863)This project develops and coordinatescomprehensive community-based

(Top):

Professor Katrina Bulkley, PhD, of the Department

of Counseling and Educational Leadership, is a

nationally respected scholar in the area of

educational governance, including urban reform and

charter schools. Her work has been funded by the

Spencer Foundation, the National Science

Foundation, the Geraldine R. Dodge Foundation, and

the U.S. Department of Education.

(Bottom):

Professor Pearl Stewart, PhD, of the Department

of Family and Child Studies, conducts research on

the impact of changes in socioeconomic status on

relationships within extended family systems, with a

particular focus on African American families. She

has also published regarding cultural and family

issues that impact the retention of low-income,

first-generation college students.


College of Education and Human Services faculty members also workwith graduate and undergraduate students on a variety of scholarlyresearch projects. For example:

Professor Amanda Birnbaum, PhD, of the Department of Health andNutrition Sciences, and graduate student Melanie Shefchik havecollaborated on the Good Fit Project, a mixed-methods formativeevaluation designed to test an intervention model of physical activitypromotion among multiethnic urban adolescents. Together, they havepresented the results of their research at the American Public HealthAssociation annual meeting.

Professor Alina Reznitskaya, PhD, of the Department of EducationalFoundations, collaborates with doctoral students on “Student Thoughtand Classroom Language: Investigating the Connection.” The studyexamines the relationship between specific features of classroominteractions experienced by elementary school students and individualstudent performance on multiple measures of argumentative reasoning.She and Monica Glina, one of her doctoral students, developed apresentation for the annual meeting of the American EducationalResearch Association.

Professor David Middlemas, EdD, of the Department of Exercise Scienceand Physical Education, has conducted research with undergraduatestudent Alysia Cole. Their research on “Glenhumeral Internal RotationDeficit in Collegiate Level Female Volleyball Athletes” was presented atthe meeting of the International Society of Arthroscopy, Knee Surgeryand Orthopaedic Sports Medicine in Osaka, Japan.

Professor Muninder Ahluwalia, PhD, of the Department of Counselingand Educational Leadership, and graduate student Adela Caceres havestudied the experiences of faculty of color teaching multiculturalcompetence and have presented a paper at the American CounselingAssociation annual convention.

substance abuse and HIV preventionservices targeting underserved racialand ethnic minority youth in the city ofPaterson, N.J.

The Paterson (NJ)/Montclair StateUniversity Minority Substance Abuse/HIV Prevention InitiativePrincipal Investigator: Dr. Robert ReidUS Department of Health & HumanServices/SAMHSA ($1,676,665)This project seeks to develop andcoordinate comprehensive community-based substance abuse and HIV preventionservices targeting underserved and at-riskAfrican American and Hispanic/Latino youthfrom the ages of 12 to 17 in the city ofPaterson, N.J.

Montclair State University-East OrangeCollaborativePrincipal Investigator: Dr. Jennifer RobinsonNJ Department of Education ($805,825)This collaborative improves studentacademic achievement by providing

research-based, high quality professionaldevelopment and follow-up support in coreacademic subjects in the East Orangeschool district.

Transition to Teaching/NJCUEPrincipal Investigator: Dr. Jennifer RobinsonU.S. Department of Education ($2,457,549)The New Jersey Consortium for UrbanEducation (NJCUE) project recruits,prepares and supports teachers forpositions in mathematics, the sciences,and special education in Newark, Paterson,and Jersey City, N.J. through anaccelerated certification program.

MSU Nutrition and Wellness Project Principal Investigator: Dr. Shahla WunderlichHudson County Area Agency on Aging($988,297)This project provides nutrition education,counseling, and food safety education, aswell as wellness programs to older adults inHudson County, N.J.

The College of Education and Human Services takes pride in its partnershipsand opportunities to work in collaboration with a variety of individuals andgroups to advance common goals, including work with:

• Alumni• Students • Communities• Families and Children• Schools• Human Services and Healthcare Organizations• Local, State, and Federal Agencies• Foundations and Not-for-Profit Organizations

If you share a commitment to the goals described in this booklet, and areinterested in working with the faculty and staff of the College of Education andHuman Services in meeting these goals, please contact the Office of the Deanat [email protected].

THE COLLEGE AND YOU


College of Education and Human Services

Departments:Counseling and Educational Leadership

Curriculum and Teaching

Early Childhood, Elementary and Literacy Education

Educational Foundations

Exercise Science and Physical Education

Family and Child Studies

Health and Nutrition Sciences

Centers and Institutes:Ben Samuels Children’s Center

Center of Pedagogy

Early Childhood Autism Institute

Institute for the Advancement of Philosophy for Children

Literacy Enrichment Center

For more information about our programs, visit montclair.edu/cehs/academic.

M O N T C L A I R S T A T E U N I V E R S I T Y

College of Education and Human Services1 Normal Avenue, Montclair, NJ 07043

montclair.edu

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