Program Codes:
EDU.AS
Associate in Science Degree
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The Education Transfer Program is designed for students who plan to transfer to a teacher preparation program at a four-year institute. 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 passed the PRAXIS Core Academic Skills for Educators. This program includes coursework which will fulfill general education requirements towards transfer. In addition, education coursework will introduce students to the field of education and will fulfill Clinical Experience I, a NJ state requirement for teacher certification. Education coursework will also include two observational field experiences in an educational setting.
Below are required courses and recommended course groupings and sequences for program completion. Courses may have prerequisite and corequisite requirements. Check course descriptions for details.
Through a variety of writing projects requiring competence in clear, correct, and effective English, students 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.
This is the first of a two semester sequence. This first course focuses on selected topics from numeration, mathematical systems, real numbers, and number theory. Designed to develop a deep understanding of the processes of mathematical reasoning, problem solving, and communication of mathematics effectively at different levels of formality, using a variety of representations of mathematical concepts and procedures. Develop a fundamental understanding relating to algebraic thinking and reasoning. Physical materials and models will be used to explore fundamental concepts of numeration, mathematical systems, real numbers, and number theory. This course is especially appropriate for those students preparing to be elementary, early childhood, or special education teachers.
Corequistie Exemption: Proficiency at the Level of Algebra II
Non-STEM Content Speciality: Take MAT-113 or higher.
STEM Content Speciality: Take MAT-129 or MAT-131.
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.
Historical importance of the Puritan heritage, the American Revolution, the Constitution, Jacksonian democracy, Manifest Destiny and the Civil War to understand pre-Civil War America.
Historical importance of Reconstruction, the rise of big business, the Progressive Movement, the World Wars, the New Deal and the Cold War. Understanding American institutions and values from the Civil War to the present.
Through a variety of writing projects requiring competence in clear, correct, and effective English, students use inferential and critical skills in the process of composing argument synthesis essays. Students engage in formal written argumentation based on extensive reading and analysis of complex texts. Through the research process, students will locate, analyze, and synthesize scholarly sources to advance their own informed positions on relevant issues in the composition of a formal research paper.
A grade of “C” or better in ENG-121
This course provides an introduction to the field of education (K-12) with a focus on elementary education. It includes a review of historical, cultural, and societal influences on education as well as current trends in the field. It also explores the role of the educator, the educational setting, and addresses general teaching approaches, educational theory, and classroom management issues. Students will be required to complete 25 observation hours in an elementary, middle, or high school setting.
Requires 25 field observation hours and is suggested for students pursuing general education teacher certification, any grade level between preK-12th grade.
This course provides an introduction to the field of early education (Pre-K-3). It includes a review of historical, cultural, and societal influences on education as well as current trends in the field. It also explores the role of the educator, the educational setting, and addresses general teaching approaches, educational theory, and classroom management issues. Students will complete 25 observational hours in an early childhood educational setting.
Requires 25 field observation hours and is suggested for students pursuing general education teacher certification, grades preK-3rd grade.
The course provides an introduction to the field of education (K-12) with a focus on the exceptional child. It includes a review of the landmark and current laws and policies designed to address the instructional needs of diverse learners. It also explores the roles and general approaches of specail educators in various educational settings, and addresses the characteristics of students with different abilities and educational resources available in the field of special education. Additonal topics covered include current reserach and trends in careers, reform, and technology in the field of education. Students will be required to complete 25 observation hours in a special education setting.
Requires 25 field observation hours and is suggested for students pursuing special education teacher certification, any grade level between preK-12th grade.
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.
Suggested for students pursuing early childhood, elementary or middle school teacher certification.
An in-depth exploration of the transition period from childhood to adulthood. Biological, social and psychological processes involved in this transition are examined.
Suggested for students pursuing middle or secondary education teacher certification.
It is strongly encouraged that students meet with an academic advisor to discuss the appropriate Biology course options.
Recommended Biology Courses:
Non-Stem Content Speciality - BIO-105 or BIO-106
STEM Content Speciality - BIO-123
Physical Education Majors - BIO-117
This is the first of a two semester sequence. This first course focuses on selected topics from numeration, mathematical systems, real numbers, and number theory. Designed to develop a deep understanding of the processes of mathematical reasoning, problem solving, and communication of mathematics effectively at different levels of formality, using a variety of representations of mathematical concepts and procedures. Develop a fundamental understanding relating to algebraic thinking and reasoning. Physical materials and models will be used to explore fundamental concepts of numeration, mathematical systems, real numbers, and number theory. This course is especially appropriate for those students preparing to be elementary, early childhood, or special education teachers.
Corequistie Exemption: Proficiency at the Level of Algebra II
Non-STEM Content Speciality: Take MAT-113 or higher.
STEM Content Speciality: Take MAT-129 or MAT-131.
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.
Select one course from HIS-221 or HIS-222 or HIS-131 or HIS-132. The following are not recommended, but meet requirements for one additional History courses - HIS-121 or HIS-122.
An introduction to masterpieces of world literature to 1500. A variety of cultural, intellectual, historical and literary perspectives are explored in selections by authors from Asia, Africa and Continental Europe. Students complete reading, writing and research assignments designed to develop the skills of literary interpretation and analysis.
ENG-122 or written permission of the department chairperson
An introduction to masterpieces of world literature from 1500. A variety of cultural, intellectual, historical and literary perspectives are explored in selections by authors from Asia, Africa, Continental Europe and Latin America. Students complete reading, writing and research assignments designed to develop the skills of literary interpretation and analysis.
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.
An examination of educational standards, pedagogical skills, effective teacher research, assessment, reflection and various critical attributes needed to prepare students for the Teacher Performance Assessment (edTPA) and reinforce the best practices teachers implement in classroom environments. Students apply educational theories, research, methodologies, and reflective practices to the creation of comprehensive, subject and grade-specific lession plans, teaching demonstrations, projects, and reflective journals. Students participate in 50 hours of field experience in two preK-12 educational settings that meets the State of New Jersey's requirements for Clinical Experience I.
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
It is strongly encouraged that students meet with an academic advisor to discuss the appropriate General Education (GE) Science course options.
Suggested General Education Science Elective Courses:
Non-Stem Content Speciality - SCI-155
Biology Content Speciality - CHM-121 and CHM-125 OR PHY-123 and PHY-125
Chemistry Content Speciality - CHM-121 and CHM-125
Earth Science Content Speciality - SCI-155
Math Content Speciality - PHY-123 and PHY-125
Physical Education - BIO-131
Physics Content Speciality - PHY-123 and PHY-125
Certification/Content Specialization Elective to be taken in consultation with an Advisor.
Graduates of the Program will be able to:
Contact Name: Timothy Hack, department chair
Contact Phone: 732.906.2590
Contact Email: HSS@middlesexcc.edu
Department Web: https://www.middlesexcc.edu/history-social-science/
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.
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 observe 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.
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.