The first of a three-semester sequence intended for students planning careers in allied health fields such as nutrition, dietetics, and nursing or in elementary education. This course is also useful as an overview for students with limited exposure to chemistry or physics before enrolling into CHEM 113.4. Topics include the scientific method, elements and chemical compounds, the phases of matter, chemical reactions and stoichiometry, chemical dynamics, solution chemistry, and nuclear chemistry. The relationship between chemistry and society is discussed.

Introduction to techniques used to measure substances, to separate substances from a mixture, and to follow physical and chemical changes during chemical reactions with emphasis placed on direct observation. This course has a Material and Transportation Fee. For more info visit Office of the Bursar website, Tuition and Fees Cost page https://www.qc.cuny.edu/br/tuition-costs/

(Note: It is recommended that students have passed the New York State Regents Examinations in Chemistry or Physics with a score of 80 or higher, or have a grade of C or better in CHEM 101.3 and 101.1 before enrolling in this course.) This course is required for more advanced study in chemistry, biochemistry, and biology. It is intended for students in the physical and life sciences, science education, pre-health professional students, and pre-engineering students and is designed to provide a thorough knowledge of facts and theory in the fundamental areas of chemistry. As appropriate, topics are presented in terms of contemporary scientific issues such as global warming, energy production, and hazardous waste. The relationship between chemistry and society is discussed.

Discovery of basic chemical principles and an introduction to basic chemical techniques through experimentation. Introduction to data collection, recording, analysis, evaluation, and reporting. This course has a Material and Transportation Fee. For more info visit Office of the Bursar website, Tuition and Fees Cost page https://www.qc.cuny.edu/br/tuition-costs/

Laboratory component of the Conceptual Physics course. Includes experiments in the areas of optics and electromagnetism. Must be taken initially with PHYS 14. May be taken alone if a passing grade has been received in PHYS 14.This course has an M&T Fee. For more info visit: http://qc.cuny.edu/?id=JU9F

Must be taken initially with Physics 1.1. May be taken alone if a passing grade has been received in Physics 1.1. This course is designed for non-science majors. Topics include mechanics, heat, electricity, magnetism, and modern physics. The course emphasizes a conceptual understanding of the material rather than computational problem-solving, although some computation will be required. The objective is to develop an analytical way of thinking. Not open to students who have received credit for PHYS 103, 121.4, or 145.4.

Must be taken initially with PHYS 1211. May be taken alone if a passing grade has been received in PHYS 1211. A non-calculus-based course primarily for majors in life sciences, pre-health professions, and liberal arts. Mechanics, thermodynamics, kinetic theory, and sound. No previous knowledge of physics is required.This course has an M&T Fee. For more info visit: http://qc.cuny.edu/?id=JU9F

Laboratory component of the General Physics I course. Includes experiments in the areas of mechanics and thermodynamics. Must be taken initially with PHYS 1214. May be taken alone if a passing grade has been received in PHYS 1214.This course has an M&T Fee. For more info visit: http://qc.cuny.edu/?id=JU9F

From the fall of Constantinople (1453) to the present, a survey of the political, intellectual, and social currents of Greek life.

The first of a three-semester sequence intended for students planning careers in allied health fields such as nutrition, dietetics, and nursing or in elementary education. This course is also useful as an overview for students with limited exposure to chemistry or physics before enrolling into CHEM 113.4. Topics include the scientific method, elements and chemical compounds, the phases of matter, chemical reactions and stoichiometry, chemical dynamics, solution chemistry, and nuclear chemistry. The relationship between chemistry and society is discussed.

Introduction to techniques used to measure substances, to separate substances from a mixture, and to follow physical and chemical changes during chemical reactions with emphasis placed on direct observation. This course has a Material and Transportation Fee. For more info visit Office of the Bursar website, Tuition and Fees Cost page https://www.qc.cuny.edu/br/tuition-costs/

The second of a three-semester sequence intended for students planning careers in allied health fields such as nutrition, dietetics, and nursing. This course represents a one-semester survey of organic chemistry with a focus on the areas of organic chemistry that are fundamental to understanding the chemical reactions that occur in living systems. Not open to majors in the chemistry, biochemistry, and chemical education concentrations.

Introduction to organic chemical techniques and synthesis of selected organic molecules with functional groups that are important in biology and nutrition. This course has a Material and Transportation Fee. For more info visit Office of the Bursar website, Tuition and Fees Cost page https://www.qc.cuny.edu/br/tuition-costs/

The third of a three-semester sequence intended for students planning careers in allied health fields such as nutrition, dietetics, and nursing. This course presents a study of the structure, properties, and metabolism of the majorgroups of biological importance, with special emphasis on the role of those compounds required in diet. Not open to majors in the chemistry, biochemistry, or chemical education concentration.

Introduction to a variety of basic biochemical methods including enzymology, colorimetry, and chromatography used to examine metabolic processes. This course has a Material and Transportation Fee. For more info visit Office of the Bursar website, Tuition and Fees Cost page https://www.qc.cuny.edu/br/tuition-costs/

(Note: It is recommended that students have passed the New York State Regents Examinations in Chemistry or Physics with a score of 80 or higher, or have a grade of C or better in CHEM 101.3 and 101.1 before enrolling in this course.) This course is required for more advanced study in chemistry, biochemistry, and biology. It is intended for students in the physical and life sciences, science education, pre-health professional students, and pre-engineering students and is designed to provide a thorough knowledge of facts and theory in the fundamental areas of chemistry. As appropriate, topics are presented in terms of contemporary scientific issues such as global warming, energy production, and hazardous waste. The relationship between chemistry and society is discussed.

Discovery of basic chemical principles and an introduction to basic chemical techniques through experimentation. Introduction to data collection, recording, analysis, evaluation, and reporting. This course has a Material and Transportation Fee. For more info visit Office of the Bursar website, Tuition and Fees Cost page https://www.qc.cuny.edu/br/tuition-costs/

This course is required for more advanced study in chemistry, biochemistry, and biology. It is intended for students in the physical and life sciences, science education, pre-health professional students, and pre-engineering students and is designed to provide a thorough knowledge of facts and theory in the fundamental areas of chemistry. As appropriate, topics are presented in terms of contemporary scientific issues such as global warming, energy production, and hazardous waste. The relationship between chemistry and society is discussed.

The quantitative analysis of household chemicals and the discovery of basic chemical principles through the qualitative analysis of inorganic salts. Emphasis will be placed on careful laboratory techniques, data collection and recording, data analysis and the evaluation and presentation of results. This course has a Material and Transportation Fee. For more info visit Office of the Bursar website, Tuition and Fees Cost page https://www.qc.cuny.edu/br/tuition-costs/

First course in the undergraduate NYS Initial Certificate Sequence in Childhood Education 1-6. This course introduces students to the field of education through examination of its cultural, social, historical, and philosophical aspects.The course engages students in a critical debate about schooling, society, and their role as teachers. The course introduces students to the reflective decision-making model through readings, course assignments, and field experiences.

The course will provide an introduction to developmental processes from birth through adolescence and their implications for classroom practice. Starting from an ecological perspective, students explore the influences of environmental factors such as family, culture, and economics on the development of the individual. Individual differences, the range of normal development, and strategies for accommodating individual variability in the classroom will be emphasized.This course has an M&T Fee. For more info visit: http://qc.cuny.edu/?id=JU9F

The course is designed to provide an understanding of language and literacy development in young children. Students examine the interaction between language development and cognition, the reciprocal relationship between spoken and written forms of language for the young child, and the design of developmentally appropriate materials and experiences for from birth through grade 2 students, including students from diverse social groups and those with disabilities. Among the major topics are: language assessment, language diversity, and emergent literacy. Emphasized throughout are teaching strategies and classroom experiences that foster language and literacy development in young children.This course has an M&T Fee. For more info visit: http://qc.cuny.edu/?id=JU9F

In this course, pre-service students will be introduced to seminal pedagogical frameworks in both early childhood and childhood classrooms. Students will have robust and diverse field-based opportunities to observe instruction in both settings. Students will engage in a series of reflective tasks to develop their capacities to be insightful practitioners who are able to make theory to practice connections, including an in-depth understanding of the social contexts of contemporary schooling and the characteristics of highly effective pedagogy. Course themes incorporate a variety of course readings, multimedia, discussions, and activities that enhance students experiences as field-observers. This course partially satisfies the NYSED-mandated initial field experience prior to student teaching.

This course examines developmental, critical, and learning theories on how children between 0 and 6 years grow and learn as individuals in response to the environmental climate and design of early organized care and formal educational experiences away from home, including childcare, preschool, pre-kindergarten, and kindergarten. Introduction is provided to the concepts, application, and techniques of developmentally appropriate practice, scaffolding, and culturally responsive and sustaining pedagogy for young children. Special topics focus on the significance of family contexts, the role of play, the arts, childrens literature, assessment, and the uses of technologies in the early childhood classroom.

This course focuses on pedagogical and instructional issues in planning and implementing a developmentally appropriate curriculum in preschool, pre-kindergarten, and kindergarten classrooms through the lens of culturally responsive and sustaining pedagogy. Pedagogical foci incorporate the importance of curricula that supports embodied and integrated learning opportunities, the uses of implicit and explicit instruction, fair and equitable classroom management, differentiated learning, authentic assessment, and more. Content area topics include early literacy and beginning skills, as well as math, social studies, and science learning and curricula. Special topics include the integration of childrens literature throughout the curriculum and early computational thinking. Historical and prevailing curricular models in pre-kindergarten and kindergarten are also explored.

Students examine and have hands-on experience with a balanced approach to literacy learning - one that balances instruction in strategies and skills with extensive opportunities for teaching children to read and appreciate literature. Students are introduced to literature from a variety of genres and to procedures for establishing a reading-writing workshop that provides opportunities for in-depth discussion, writing, and aesthetic response. There is an intensive field component that allows students the opportunity to teach and then reflect on their experiences with children.This course has an M&T Fee. For more info visit: http://qc.cuny.edu/?id=JU9F

In this course students learn important mathematical content and methods for teaching elementary school mathematics. Students will learn about children's mathematical thinking from a developmental point of view. They also learn about appropriate mathematical content and methods that are consistent with state and national standards. There is an intensive field component that allows students the opportunity to teach and then reflect on their experiences with children.This course has an M&T Fee. For more info visit: http://qc.cuny.edu/?id=JU9F

In this course students learn important scientific content as well as methods for teaching elementary school science. Students will learn teaching strategies and technologies for supporting student learning as defined by state and national standards for science education. The course includes an intensive field component that allows students to teach and reflect upon their experiences with children. An inquiry-based model of learning and assessment is emphasized. This course has a Material and Transportation Fee. For more info visit Office of the Bursar website, Tuition and Fees Cost page https://www.qc.cuny.edu/br/tuition-costs/

This course introduces the pre-service elementary teacher to the teaching of social studies in the primary and intermediate grades. The course covers the social studies disciplines, methodologies for teaching social studies, and available resources. The course content and requirements reflect the impact of culture, heritage, and socioeconomic level, curriculum development, classroom management, and technology. An intensive field component allows students the opportunity to teach and then reflect on their experiences with children.This course has an M&T Fee. For more info visit: http://qc.cuny.edu/?id=JU9F

Students will engage in a variety of field-based experiences, designed to foster their overall socio-pedagogical growth in early childhood classrooms. Students will investigate a wide range of educational theories and practices grounded in highly impactful early childhood pedagogical approaches. Students are required to do a minimum of 35 days of student teaching, all of which will occur in early childhood classrooms.

A discipline-specific teacher educator course with additional fieldwork as determined in consultation with an advisor. Preparation of teacher education candidates with the knowledge, skills, and dispositions necessary to provide instruction that will promote the participation and progress of students with Disabilities in the general education curriculum and prepares candidates with competencies to work collaboratively with colleagues. Teacher education candidates across certification areas and age-ranges are exposed to research-validated professional practices that result in the creation of effective Instructional environments for all students, with specific focus on those Students who are classified for special education services and supports with mild, moderate, and severe disabilities. The historical and sociological treatment of people with disabilities, special education law, adapting curriculum and instruction, understanding Individualized Education Programs (IEPs), participating in IEP meetings, and advocacy and collaboration are also addressed. Candidates are provided with multiple opportunities to engage in reflective practice regarding the implications of course content to their specific educational disciplines in terms of personalizing instruction and building classroom communities that support the full diversity of learners. Fifteen total hours of fieldwork focusing on meeting the needs of students with disabilities within candidates' certification area or age-range are required.