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Program Codes:
EDU.AS
Associate in Science Degree
The Education Transfer Program is designed for students who plan to transfer to a four-year college or university. However, students can also enter the educational field as either a certified substitute teacher and/or as a certified paraprofessional after completion of this degree. Students interested in transferring to a four-year college education program must have at least a 3.0 GPA and have taken the PRAXIS Core Academic Skills for Educators. This program includes courses in communication, mathematics, science, technology, social sciences/humanities and education. This course work will fulfill general education requirements towards transfer. In addition, it will introduce students to the field of education. As part of the core education requirements, students will engage in two observational field experiences in an educational setting of their choice.
Through a variety of writing projects requiring competence in clear, correct, and effective English, students will use inferential and critical skills in the process of composing documented essays. Extensive reading materials serve as structural models and as the bases for discussion and for the writing of essays involving response, analysis, and synthesis.
RDG-011 may be taken as a co-requisite if not previously completed with a grade of "C" or better.
Provides a psychological basis for the understanding of human behavior. A survey of fundamentals that are necessary for subsequent psychology courses. Topics include but are not limited to: learning, motivation, cognition, personality, abnormal behavior, development and social psychology.
A grade of “C” or better in ENG-121
The course provides an introduction to the field of education (K-12) with a focus on students with disabilities. It includes a review of the landmark and current disability laws and policies impacting education settings, the community, and the workplace. The various disabilities present in American society as well as current trends, research, and practices in the field of educating all students in American classrooms will be explored. Students will be required to complete 25 observation hours in a special education environment.
This course provides students with a foundational knowledge of psychological concepts, theory and research related to infancy, childhood and adolescence. The physical, cognitive, emotional, social and cultural influences on the behavior of children and adolescents will be explored.
An in-depth exploration of the transition period from childhood to adulthood. Biological, social and psychological processes involved in this transition are examined.
This course is an introductory survey that demonstrates how and why evolutionary theory is the unifying principle of modern biology. The course also examines the biological disciplines of classical and population genetics, molecular genetics, cell biology, human evolution and origins of life research. The impact of evolutionary theory and applications of genetic technologies on society are assessed. Labs include computer simulations, lab activities (non-dissection) and use of various audio-visual materials. Recommended for non-science majors.
Appropriate score on the College placement test or MAT-013.
An introduction to the functioning of the human body; a survey of selected body systems in health and disease. There will be discussions and written assignments concerning human biological issues from both historical and current perspectives. Laboratory exercises (without dissection), audio-visual materials, computer simulations and current readings are included. Recommended for non-science majors.
Appropriate score on the College placement test or MAT-013.
A general study of the physical and chemical properties of living material, cell organelles, cell transport, cell division, energy transformations in photosynthesis and cellular respiration, plant and animal tissues, the classification of organisms and genetics.
A study of the basic principles and origins of life; the chemistry of living things; cell structure, function and reproduction; cell metabolic process including cellular respiration and photosynthesis; Mendelian genetics and modern genetics principles. Required for science transfer students in the biology option and biology pre-professional option and biotechnology.
This course provides an overview of learning, motivational, and developmental theories with a focus on their application to the field of education. Educational research addressing the powerful role of the educator, effective teaching strategies, and curriculum decision making are discussed. Theory and research based practices to reach all learners in an educational environment are emphasized.
ENG-122 or written permission of the department chairperson
ENG-122 or written permission of the department chairperson
Certification/Content Specialization Elective to be taken in consultation with an Advisor.
Certification/Content Specialization Elective to be taken in consultation with an Advisor.
The course examines health as a variable entity having physiological, psychological, social and multicultural dimensions. The course explores the relationship between cultural and health behavior as a means of increasing cultural sensitivity. The course employs an individualized participatory approach that includes assessing one's own health status and behavior as well as exploring a personal decision making process. Topics include but are not limited to: establishing a basis for wellness, understanding sexuality, making responsible decisions about substance use and abuse, maintaining fitness and protecting one's self against disease and environmental risk factors.
Students will learn about computer terminology. Students will use relevant computer applications running on a PC under the Windows operating system to accomplish personal and work-related tasks. Students will also use the Internet to locate the information that they will need to work in their field and they will be able to process and present this information effectively. The evaluation of the quality of the collected information will also be covered. In addition, students will use HTML to create Web pages.
IDC-103
This course focuses on how to use technological tools to support meaningful learning in the elementary classroom setting. Emphasis is placed on using technology in a developmentally appropriate way to increase learning. Students will be required to develop multi-media products that are based on best practices.
IDC-102
This course defines computers and computer applications and their use in business, industry and government. Students completing this course will be computer fluent. Students will understand the capabilities and limitations of computers and know how to use them. In addition, students will understand computers and their ethical, legal and societal implications. Topics include the history of computers, hardware devices, software programs, terminology, privacy of information, ethical behavior and the influence of computers on people and society. Hands-on experience includes: using a Windows operating system, a word processor, designing and implementing spreadsheets and producing presentations. This course is recommended for anyone who will be involved with computers and the use of computer application software.
This course introduces students to a problem solving approach to computer applications through the use of spreadsheets, database, presentation manager, a programming language and Internet skills. It emphasizes Visual Basic and Microsoft Excel, in addition to surveying fundamental computer concepts and is designed for students who already possess a familiarity with computer applications. It is recommended for students planning to transfer to an upper division college that has a computer programming requirement in its computer literacy course. This course is suitable for liberal arts, science transfer and business transfer students who wish to transfer to a university and complete their bachelor,s degree.
Select from courses designated as a GE Science (GE MST) from Chemistry (CHM), Physics (PHY) or Science (SCI) courses.
Certification/Content Specialization Elective to be taken in consultation with an Advisor.
Students are eligible for a substitute-teaching license after completion of their 60th credit. Many graduates have become certified as a substitute teacher and have gained valuable experience before finishing their degree in education. Students can also work as paraprofessionals in a wide variety of educational settings (both public and private) as they continue their education at a four-year institution. Whether students choose the transfer or the early employment track, this degree can help obtain CDA certification obtained through the Council for Professional Recognition in Washington, D.C. or “Group Teacher Approval” obtained through the State of New Jersey Department of Human Services - Division of Youth and Family Services (DYFS).
Students will develop strong communication and critical thinking skills through a strong core of general education courses. They will gain a strong foundation in the field of education through courses and practical experiences in teaching/learning field settings. Supervision is conducted by cooperating school personnel as well as by the college supervisor. Students may elect to work in early childhood, special education, elementary education or high school level field placements.
The student’s performance on the College’s placement test determines placement in developmental courses. Depending on the student’s desired future second major (content specialty) at the transfer institution, additional pre-requisites may be required. Consultation with the education coordinator or an academic advisor about core and elective choices is strongly recommended. Focusing on starting the second major/content specialty at Middlesex County College is strongly recommended. Many schools require a police background check and fingerprinting of those who work in educational settings. Middlesex County College students must comply with the policies that are in effect at their field placement. Students will not be able to graduate or to complete their Education Field Placement requirement unless they comply. Obtaining the appropriate background check, before the field work course, and as the placement site requires, is the student’s responsibility.
Once students complete developmental coursework (if needed), the degree can be completed in two years of full-time study. The amount of time may be shortened by taking courses in the summer and winter sessions.
Almost all classes are offered at least one time each year during the evening sessions. Some courses are offered in one semester but not in the following semester. Students studying on a part-time basis should contact the department chairperson or an advisor to plan when they should take their courses.
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