This course will introduce students to various genres of children'sliterature, including folklore, myths, picture books, poetry, andnovels. Students will read, discuss, analyze, and critically respondto children's literature. Emphasis will be placed on reading literaturerepresenting diverse voices and on considering ways to integratethose voices into the traditional children's literary canon.Pre-requisite: ENGL 150

Freshman Seminar 101 is designed to orient all first-time freshman and/or newly and readmitted students with less than fifteen credits to Medgar Evers College. It serves as a foundation course where students gain the intellectual confidence needed to successfully complete their general education curriculum in a timely manner. Specific general education and basic skills courses are linked to FS 101 so that students can integrate and apply FS 101 reading, writing, and analytical techniques to their content-based courses. Students are introduced to the following modules that will help them to persist and adapt to college life: 1) Orientation to acclimate students to Medgar Evers Colleges history, mission, vision, students rights, and their responsibilities; 2) Medgar Wiley Evers and the Importance of Civic Engagement; 3) Bonding with Faculty and Peers; 4) College/Life Management where students learn to effectively manage their time and create more efficient schedules; 5) Study Skills that consist of note-taking, outlining, test-taking skills, and overcoming test-anxiety; 6) Technological Proficiency that consists of all the tools that students need to excel in an academic institution such as their College Email Accounts, Blackboard, CUNYFIRST, E-portfolio ,and Library Research; 7) Financial Literacy; and 8) Wellness for Mind and Body. Students are assigned to a particular course section depending upon students pre-collegial experiences and assessments.

This course is an introduction to several basic areas of study within psychology, specifically including concepts of perception, motivation, personality, learning, abnormal behavior and social psychology.

The course introduces key concepts, themes, methodologies and tools of Geography. It defines geography and discusses its importance and relationship to other sciences. The spatial variation in earth's environment, population growth, distribution, economic activities and their global interconnections are also discussed.

This course will provide prospective teachers with the necessary knowledge and skills to establish and maintain personal health and fitness, to create and maintain safe and healthy home and classroom environments, and use their knowledge of personal and community health issues to effectively manage their resources and to advocate for healthy children, families and communities. This course will consist of a series of seven two-hour workshops on the following issues of health and safety: nutrition; exercise and physical fitness; sexuality, health and hygiene; prevention and risk education strategies to promote safety at home and in the classroom, including prevention of child abduction; identification and reporting of suspected child abuse and maltreatment; fire and arson prevention; and the impact of alcohol, and substance abuse on personal health and families.

This course is designed to provide students with a survey of the various developmental disabilities. The behavioral characteristics; educational and vocational needs; and adaptive skills of persons diagnosed as developmentallydisabled will be emphasized. The course will address the medical, developmental, psychosocial issues affecting individuals with developmental disabilities. Diagnostic and assessment methods will be discussed. The course will address the application of instructional technologies in the education and treatment of persons with developmental disabilities and methods for including them in all facets of the community. This course includes a supervised field placement

This course presents the essentials of educational psychology applicable to teaching and learning situations. Topics for practical application in the classroom are background, development, learning, motivation, evaluation , and individual differences and adjustments.

EDUC 311 is designed to introduce students to reading theories as they apply to elementary classrooms from pre-K to grades 4-6. Students will study and critique various approaches to the teaching of reading, from direct phonics instruction to whole language, in order to develop their own balanced approaches to the teaching and learning of reading. Methods and materials for teaching and learning reading, current issues and recent developments in the field will be stressed. Demonstrations and applications of strategies, such as Interactive Reading and Teaching Phonics in Context, will provide practical experiences for students in the course. Students will be required to conduct three classroom observations where they will reflect critically on the connections between the observed phenomena and what they are learning in the course. Students will develop and draft a Statement of Philosophy for the Teaching and Learning of Reading.

This course builds on the knowledge aquired in EDUC 311 and is designed to develop the student's mastery of variety of approaches to the teaching of reading. Language arts and literature are integrated throughout the program. Field based experiences emphasize assessment of children's reading skills by Education 312 students and the use of instructional methods and materials designed to meet the needs of children.

This course examines the centrality of race, class, ethnicity and gender in defining the American educational experience. The class will examine four historical periods: Colonial America, the 1840?s and the Common School Movement, Reconstruction and the Progressive Era. Current issues like community control, tracking, religion and education, racial and sexual harassment, integration and equitable funding of schools will be examined in terms of their roots in these historical periods and in terms of their relationship to issues of race, ethnicity, gender and class. Students will become familiar with historical research methodology as they examine and analyze issues in the history of education.

This seminar provides the setting for the analytical exploration of experiences acquired in the EDUC 491 senior level student teaching. In the seminar, students will discuss their classroom experiences, their teaching roles and responsibilities, problems of teaching methodology and planning, classroom management problems, challenge of implementing inclusion and integrating technology, etc.

This second seminar provides the setting for the analytical exploration of experiences acquired in the EDUC 492 senior level student teaching. In the seminar, students will discuss their classroom experiences, their teaching roles and responsibilities, problems of teaching methodology and planning, classroom management problems, challenge of implementing inclusion and integrating technology, etc.

This is the first course in a two-semester sequence that involves an intensive field-based teaching assignment for senior level students. Based upon the certification area participants will be involved in an internship for two semesters in an appropriate cooperating school setting. An additional internship setting will be required for students seeking certification in more than one area. 1. Early Childhood - 3 Areas: Pre-kindergarten, Kindergarten, and Grades 1 to 2 2. Childhood - 2 Areas: Grades 1 to 3 and Grades 4 to 6. Special education majors will intern in a regular elementary classroom for one semester; the other term, they will intern in a special education classroom. Interns will be involved in a variety of experiences to enhance computer and technology literacy, an understanding of students with multicultural backgrounds, and the development of skills to address diverse student needs, including the exceptional learner and those with developmental disabilities. The internship will consist of on site supervision for 3 full days or a minimum of 150 hours each semester.

This is the second course in a two-semester sequence that involves an intensive field-based teaching assignment for senior level students. Based upon the certification area participants will be involved in an internship for two semesters in an appropriate cooperating school setting. An additional internship setting will be required for students seeking certification in more than one area. 1. Early Childhood - 3 Areas: Pre-kindergarten, Kindergarten, and Grades 1 to 2 2. Childhood - 2 Areas: Grades 1 to 3 and Grades 4 to 6. Special education majors will intern in a regular elementary classroom for one semester; the other term, they will intern in a special education classroom. Interns will be involved in a variety of experiences to enhance computer and technology literacy, an understanding of students with multicultural backgrounds, and the development of skills to address diverse student needs, including the exceptional learner and those with developmental disabilities. The internship will consist of on site supervision for 3 full days or a minimum of 150 hours each semester.

This seminar prepares candidates for the NYSTCE-CST Exam. Candidates complete a diagnostic exam (multiple choice items and an essay question), and several practice tests. Diagnostic information is reviewed and lessons prepared as indicated by disabilities and assessment diagnostic exam results.

This seminar prepares the Department?s special education program candidates for the NYSTCE-CST Students w/ Disabilities Exam. Candidates complete a diagnostic exam (multiple choice items and an essay question) and several practice tests. Diagnostic information is reviewed and lessons prepared as indicated by disabilities and assessment diagnostic exam results.

This seminar is designed to prepare students to succeed in readingand writing in the discipline of education, particularly to be able torespond accurately to essay questions contained in the New YorkState Teacher Examinations. Understanding the language of thediscipline is critical to being able to interpret the curriculum and teachit to students. We will explore the written assignments found on theLAST exam administered by the State of New York. Pre-requisite:Passing Score on the CUNY Writing and CUNY Reading Exam

This seminar assists candidates in preparing for the New YorkState Teacher Certification Examination by reviewing generaltopics covering the knowledge, skills and dispositions needed forcandidates about the learner, instructional planning and assessment,and the professional environment. They will engage in test takingwith mock exams, essay writing and oral presentation on theory andpractice. Pre-requisites: EDUC 481 and EDUC 491Pre/Co-requisites: EDUC 311 and EDUC 315

This is the first part of the two-semester general biology course for science majors. It will cover introduction to the fundamental principles of life processes of organisms including chemical basis of life, cellular structure, function, division, metabolism and genetic basis of life. The structural and functional features as well as phylogenic and ecological adaptation of bacteria, protista, fungi and plants will also be covered. The laboratory component of this course will reinforce the biological principles by hands-on experiments. Students taking this course for the first time are required to take the lecture and the corresponding lab course concurrently. If the lab or lecture component of the course has been successfully completed previously with a passing and transferable grade or better, then the corresponding lab or lecture course that was not successfully completed previously may be retaken separately

This is a two-semester course for science majors. It will cover introduction to the fundamental principles of life processes of organisms including chemical basis of life, cellular structure, function, division, metabolism and genetic basis of life. The structural and functional features as well as phylogenic and ecological adaptation of bacteria, protista, fungi and plants will also be covered. The laboratory component of this course will reinforce the biological principles by demonstrations and hands-on experiments. Students taking this course for the first time are required to take the lecture and the corresponding lab course concurrently. If the lab or lecture component of the course has been successfully completed previously with a passing and transferable grade or better, then the corresponding lab or lecture course that was not successfully completed previously may be retaken separately.

An introductory course in preparation for General Chemistry I, designed for students who plan further study in chemistry. The course presents those areas of chemistry which are essential and which students find most difficult in general college chemistry. These include the mole concept, nomenclature, stoichiometric calculations, gas laws, and solution concentration calculations. Not open to students who passed CHM 201.

An introduction to the basic principles and theories of chemistry including atomic theory, laws of chemical combination, periodic classification of the elements, states of matter, and kinetic molecular theory. The aim of classroom and laboratory work is to prepare the student for advanced study in chemistry

A continuation of CHM 201. Topics include the study of liquids, solids and solutions, chemical kinetics, equilibrium, acids and bases, thermodynamics and electrochemistry.