Degree and Certificate Programs

Assistant of Children with Special Needs | Bilingual Early Childhood Assistant | Early Childhood Assistant | Education AS | Liberal Arts and Sciences: Early Childhood and Childhood Education Option AA | Liberal Arts and Sciences: Secondary Education Option AA

We endorse access and excellence. We are committed to supporting students in every way possible. Our students require support and exposure to the most up-to-date tools and pedagogy. Our goal is to ensure that our graduates meet all the standards necessary to reach their goals in the workforce or when transferring to four-year institutions.

Course Descriptions

EDUCATION

EDU 10     3 rec 3 cr
Child Study–Birth to Grade 6
Designed to provide opportunities to analyze and apply theories and research findings to all educational aspects of development from birth through childhood. The course examines multicultural, multilingual, inclusive settings and classroom management techniques. The course provides opportunities to plan educational activities for diverse populations and contrasting social and economic environments based on child study and learning theories. Students write and present a child case study. The use of technology is introduced as appropriate. Requires visits to early childhood and childhood learning settings with diverse socioeconomic populations in order to apply systematic observation techniques. The case study will be part of each student’s academic portfolio. 
Prerequisite(s): ENG 02 and RDL 02. Prerequisite or Corequisite: PSY 11.

EDU 12     3 rec 3 cr
Contemporary Urban Education–Birth to Grade 6
Designed to study the structure of the American public education system. Special emphasis placed on the bilingual, multicultural and special educational aspects of contemporary urban education at early childhood and childhood levels. The course includes a historical overview of public education. Topics focus on reducing the widening achievement gap among diverse urban school populations; promoting equitable educational opportunities for minorities and school populations-at-risk (with an emphasis on the structure of schools); and factors that promote more effective teaching and effective schools. The use of technology is introduced as appropriate. Requires visits to early childhood and childhood classrooms with diverse socioeconomic populations, and contributions to each student’s academic portfolio. 
Prerequisite(s): ENG 02 and RDL 02.

EDU 16     3 rec 3 cr
Literacy in Early Childhood Education–Birth to Grade 2
Designed to provide an understanding of the multiple ways young children develop language and literacy; review the psychological principles underlying current models in literacy instruction; and plan literacy activities to engage the learner in the use of word study, comprehension and problem solving strategies. The course is also designed for students to understand the interconnection of the family and the learning environment, and to develop an awareness of the various genres and the reading interests of children. Projects related to assessment of language and literacy development are assigned. The use of technology is introduced as appropriate. Requires visits to early childhood and childhood learning environments with diverse socioeconomic populations, and contributions to each student’s academic portfolio. 
Prerequisite(s): or Corequisite: EDU 10.

EDU 17     3 rec 3 cr
Literacy in Childhood Education–Grades 1-6
Designed to provide an understanding of the multiple ways children develop language and literacy; review the psychological principles underlying current models in literacy instruction; and plan literacy activities to engage the learner in the use of word study, comprehension and problem solving strategies. The course is also designed for students to understand the interconnection of the family and the learning environment, and to develop an awareness of the various genres and the reading interests of children. Projects related to assessment of language and literacy development are assigned. The use of technology is introduced as appropriate. Requires visits to early childhood and childhood learning environments with diverse socioeconomic populations, and contributions to each student’s academic portfolio. 
Prerequisite(s): or Corequisite: EDU 10.

EDU 18     3 rec 3 cr
Literacy in a Spanish Bilingual Program
Designed to enable students to acquire strategies and knowledge on implementing the New York State and New York City learning and performance standards in the native and English language arts and in the acquisition of a second language. Competencies include understanding how young children acquire and develop language through literature; knowledge of psychological principles underlying current standard-based instruction in language arts and English as a second language (ESL); and knowledge of ESL instructional methods and materials. Other competencies include the ability to apply literacy skills in a literature-based program, and the ability to apply observation and analysis skills to the development of critical thinking and language development in literature. The use of technology is introduced as appropriate. Requires visits to bilingual early childhood and childhood learning environments with diverse socioeconomic populations, and contributions to each student’s academic portfolio. 
Prerequisite(s): or Corequisite: EDU 10 and SPN 13.

EDU 24     3 rec 3 cr
Childcare Seminar l*
Interaction among parents, staff, and children; historical and philosophical background; planning an educational program; physical environment of the classroom; instructional materials and activities; child and parent adjustment to a new school situation; and handling negative child behavior. 
Prerequisite(s): or Corequisite: EDU 10
Required for students interested in childcare
*Offered fall semester only..

EDU 25     3 rec 3 cr
Childcare Seminar ll**
A continuation of EDU 24. Play activities; devising activities to meet children’s growth needs; involving parents in the school program; planning and conducting parent conferences and meetings; working as part of a group; evaluation of own performance and class performance; childcare services and resources; and knowledge of useful references. 
Prerequisite(s): EDU 24
Required for students interested in childcare
**Offered spring semester only.

EDU 26     3 rec 3 cr
Human Relations in–Urban Schools
Norms, values, and roles; observation of human behavior; principles that govern human change; activities that aid social and emotional growth; effective principles and practices of communication through written messages, teacher-parent conferences, telephone calls, and group presentations; handling conflict and criticism; codes of ethics; and knowledge of useful references. 
Prerequisite(s): or Corequisite: EDU 10.

EDU 30     3 rec 3 cr
Introduction to Special Needs, Schools and Society*
Designed to provide an understanding of the topics of critical importance to the intersection of persons with special needs, schools and society. This course will address a wide range of topics that include, without limitation, special needs legislation; special needs categories; special needs policy; adaptive technology; local and national inclusion policies; medical, psychological and sociological factors for persons with special needs; and available services and resources for persons with special needs. Requires visits to childhood learning environments, with diverse socioeconomic needs, in a special needs setting. The use of technology is introduced as appropriate. 
Prerequisite(s): Prerequisite or Corequisite: EDU 10
**Offered fall semester only.

EDU 31     3 rec 3 cr
Introduction to Learning Disabilities and Inclusive Education**
Designed to provide an understanding of topics of critical importance to the local and national meanings of learning disabilities and inclusion. This course will address a wide range of topics that include, without limitation, definitions of learning disabilities; diagnostic-prescriptive support; an overview of inclusive education; student characteristics; organization and management of the inclusionary learning environment; and diverse approaches to pedagogical practice. Topics also include models of collaboration, including collaborative team teaching (CTT); classroom management; and assessment and utilization of assistive instructional technologies. Requires visits to childhood learning environments, with diverse socioeconomic needs in an inclusionary educational setting. The use of technology is introduced as appropriate. 
Prerequisite(s): EDU 30
**Offered spring semester only.

EDU 40     3 rec 3 cr
Field Work Seminar–Birth to Grade 6
Individual and small-group teaching experiences under professional supervision in an accredited school or agency. Periodic meetings with BCC faculty supervisor. Students must demonstrate competencies pertaining to general knowledge expected of those who completed the Education sequence, and be able to plan educational activities for culturally diverse populations and children with special needs. Students’ dispositions and instructional strategies will be assessed. The use of technology is introduced as appropriate. Students will make contributions to their academic portfolio. 
Prerequisite(s): EDU 10; EDU 12 or EDU 26. Corequisite: All other education courses and permission of department..

EDU 50     3 rec 3 cr
Creativity and the Arts for the Early Childhood and Childhood Years
Designed to provide an understanding of the relationship between the growth of creativity in young children and the major theories of child development. Emphasis on the role of imagination, play, sensorial learning, and aesthetic experiences in classroom activities. Projects related to the implementation of instructional and assessment strategies are assigned. The use of technology is introduced as appropriate. Requires visits to early childhood and childhood classrooms with diverse socioeconomic populations, and contributions to each student’s academic portfolio. Other field experiences may include visits to children’s museums and/or other cultural arts venues in the New York metropolitan area. 
Prerequisite(s): or Corequisite: EDU 10.

EDU 70       3 rec 3 cr
Educational Foundations of Middle and High School

This course covers theories and research findings related to various domains of human development(cognitive, social, emotional, and physical) from childhood through adolescence; learning theory, strategies promoting independent, self-regulated learning; multiple measures of assessment and evaluation; practices and policies related to the inclusion of special student populations, and the use of relevant technology and software. Theories and research findings will be discussed in relation to classroom observations. There are fifteen (15) hours of fieldwork observation.
Prerequisites: RDL 2, if required, and ENG 111
Co-Requisites: ENG 112 and COMM 11

EDU 71          3 rec 3 cr
Multicultural Perspectives of Middle and High School

Study of the historical development of education and schools within the context of various communities and families; emphasis is on understanding the school as a sociocultural institution; explores issues related to the widening achievement gap,the contributions of racial and ethnic groups and service to special student populations in the multicultural schools of New York City, and provides for use of relevant technology and software. 15 hours of fieldwork observation.
Prerequisites: ENG 111
Co-Requisites: ENG 112 and COMM 11