The Department offers a baccalaureate completion program for registered nurses designed specifically for the graduates of Associate Degree and Hospital Diploma nursing programs. The program further aims to broaden knowledge and develop skills in nursing leadership and management. It also provides the foundation for graduate studies in advanced nursing practice as a clinical specialist or nurse practitioner as well as preparation for teaching, administration, and research in nursing.
The Education Department’s Mission is "to prepare change agents for classrooms, schools and communities who educate to liberate." The Department prepares students to become teachers at the early childhood and childhood levels. Furthermore, the Department accepts the special obligations that are attached to educating teachers who will work and live within a multicultural community and who will strive to promote the best education for all children.
The Education Department was one of the first departments to be created when the College opened its doors in 1971. The Department’s programs and policies ensure that its candidates demonstrate the academic and professional skills and competencies addressed in the New York State Teacher Certification Exam (NYSTCE) as well as the intellectual acumen and academic skills and proficiencies needed to meet Departmental Standards and related Professional Standards.
As a testament to our standards for educational excellence, the Education Department received national accreditation, without conditions, from the National Council for Teacher Education (NCATE) in October 2006, and reaccredited again in April 2013.
The Education Department's Motto "Educate to Liberate" was created by the Education Club, a student organization that functions as a means of stimulating discourse on the purpose of education.
Candidates may seek a degree in the following areas:
NYSED Program Code
|Associate of Arts in Teacher Education||(76)||14928|
|Bachelor of Arts in Early Childhood/Special Education||(71)||24659|
|Bachelor of Arts in Childhood/Special Education||(72)||24662|
|Bachelor of Arts in Childhood Education||(74)||24660|
The Department also offers two minors in the field of Education: Early Childhood Intervention and Urban Education.
The Education Department offers convenient day and evening classes to accommodate fulltime and part-time candidates.
Academic Advisement/ Mentorship:
Continuous advisement and mentorship are hallmarks of the Education Department. Each Education Degree candidate receives a personal mentor and specialized advisement by the Education faculty. All AA in Teacher Education program candidates must contact Dr. Alicia Collins at (718) 270-4991, in Room B-1007, for the purposes of advisement, registration and mentorship. All BA degree candidates are assigned a faculty mentor and a concentration mentor. Please call or visit the Education Department if you have not met your mentor. For general information about Education degree programs, you may consult the following program advisors:
|BA Childhood Special Education (Grades 1-6)||Dr. Ken Hoyte|
|BA Childhood Education (Generalist)||Dr. Tabora Johnson|
|BA Early Childhood Special Education||Dr. Donna Akilah Wright|
The Education Department offers workshops to prepare students for the New York State Teacher Certification Examinations (NYSTCE), leading to State licensure. The following non-credit bearing workshops are available each semester:
- Content Specialty Test – Multi-Subject (CST-MS): EDUC 494
- Content Specialty Test – Students with Disabilities (CST-SwD): EDUC 495
- Critical Reading and Writing : EDUC 496
- Academic Literacy Skills Test (ALST): EDUC 498
- Educating All Students Test (EAS): EDUC 499
Distance Learning and Academic Development:
In addition to weekly NYSTCE PREP workshops, the Education Department contracted CertEd.Com (http://www.certed.com) to provide Online NYSTCE test preparation.
BA Admission Requirements
In order to be admitted to any of the BA degree programs in Education, you must:
- Maintain cumulative grade point average (GPA) of at least 3.0 with a grade of C or better in MEC core and education courses or their equivalents
- Maintain a GPA of at least 3.0 in English 112 and English 150 and English 209 or their equivalents. (You may repeat English 112, 150 or 209 to replace an original grade in English 112, 150, or 209. English 210 or 208 may also replace an original grade in English 112 or 150. English 211 may replace an original grade in English 209 to raise the English GPA to 3.0 or better)
- Complete a minimum of 6 credits in MEC mathematics core courses or their equivalents with a minimum GPA of 2.7 and with a grade of C or better in MTH 136 AND MTH 220 or MTH 231
- Complete a minimum of 6 credits in MEC science core courses or their equivalents with a minimum GPA of 2.7 and with a grade of C or better in BIO 101 and PHS 101
- Participate in a Pre-Application/Admissions review meeting with your Department Mentor (at this point you should have between 45 and 60 credits)
- Pass all CUNY Assessment Tests (ACT)
- Complete at least 60 and no more than 90 credits
- Complete all New York State Teacher Certification Exam (NYSTCE) Literacy Workshops [EDUC 496 Critical Reading and Writing; EDUC 498 Academic Literacy Skills Test Preparation]
- Complete the New York State Teacher Certification Exam (NYSTCE) of Academic Literacy Skills Test (ALST)
- Complete all MEC core requirements or their equivalents for the AA degree
- Complete and submit a formal application for one of the BA degree programs in Education, submit Pre-Professional portfolio, and participate in an interview with the Education Department Admission Committee.
All BA Degree Program candidates are required to take three (3) to four (4) NYSTCE tests for teacher certification. The ALST, EAS, CST-Multi-Subject and CST-Students with Disabilities (for dual special education majors) are required for graduation. To ensure that candidates reach their goal, the department offers a series of professional development workshops.
School of Liberal Arts and Education
1650 Bedford Avenue, Suite 1007
Brooklyn, NY 11225
To: Education Candidate
From: Education Department
Subject: Fingerprinting Requirements for Student Teaching & Early Field Experience
Effective January 15, 2007, New York City Department of Education (NYCDOE) requires all Student Teacher candidates and Early Field Experience candidates entering New York City Public Schools to be fingerprinted before entering the classroom.
Required payment for fingerprinting is $115.00, in the form of a US postal money order, or a personal check. Credit cards are accepted at 65 Court Street only. Students must also be prepared with required documentation for fingerprinting. (see http://www.highered.nysed.gov/tcert/ospra/index.html)
If you were previously fingerprinted by NYCDOE or New York State Education Department (NYSED) you must present your picture ID when entering a New York City public school to perform Student Teaching. Being fingerprinted at this juncture will speed up the hiring process after graduation, because all New York City Public School Teachers must be fingerprinted before being employed and you will have one less step to contend with during the hiring process.
BA Graduate Requirements
Completion of Clinical Practice I and II with a grade of C or better
- Complete 6 credits in MEC science and math core courses with a cumulative GPA of 2.7 or better
- Complete 9 credits in MEC English core courses with a cumulative GPA of 3.0 or better
- Complete all required Professional Education courses
- Complete a 30-credit concentration in either Mathematics, English, Social Studies or Science (Early Childhood/Special Education majors may choose a Psychology concentration)
- Complete 100 Early Field Experience hours
- Complete 300 Student Teaching field hours (Clinical Practice)
- Pass all NYSTCE Workshops (EDUC 494, EDUC 495, EDUC 496, EDUC 498, and EDUC 499)
- Complete required New York Teacher Certification Exams (NYSTCE) before graduation [ALST, EAS, CST-MS, & CST-SD (Special Education majors only)]
- Complete and Submit ed-TPA Portfolio
All candidates are required to take the New York State Teacher Certification Examination (NYSTCE) before they reach graduation (program completion). To ensure that candidates reach their goal, the department offers a series of professional development workshops.
PROFESSIONAL PROGRAM REQUIREMENTS: NEED TO KNOW
All Education Degree Candidates are required to:
- Participate in regularly scheduled meetings (2x per semester) with your Department Mentor. For portfolio mentorship: see your Concentration mentor; for course advisement: see your Program mentor.
- Continuously review degree audit system (Edutrac).
- Maintain a Candidate Electronic Portfolio.
- Maintain a professional disposition in classes, with peers, faculty and the College
- community, and when representing the Department in early field and clinical experiences.
- Attend departmental tutoring
In order to be admitted to the Professional Level in all Education Degree Programs, you are required to:
- Must have a 3.0 or higher GPA
- Participate in a Pre-Application/Admissions Review Meeting with your Department Mentor. [At this point you should have between 45 and 60 credits.]
- Complete a minimum of 6 concentration credits.
- Complete at least 60 and no more than 90 credits (if less than 60 or more than 90 must have permission from Department Chair)
- Complete and pass all NYSTCE Seminars [EDUC 498 ALST; EDUC 496 Critical Reading and Writing; EDUC 499].
- Pass EDUC 350
- Complete the New York State Teacher Certification Test of Academic Literacy Skills [ALST].
- Complete all MEC core requirements or their equivalents for the AA degree with a grade of B or better.
- Maintain a cumulative grade point average (GPA) of 3.0 or higher in MEC core and Education courses or their equivalents.
- Complete a minimum of 6 credits in MEC mathematics core courses with a recommended GPA of 3.0, or the required GPA of 2.7 or higher (Math 136; Math 138 for math concentration candidates; Math 231; Math 220 for math concentration candidates or their equivalents).
- Complete a minimum of 3 credits in MEC science core courses (BIO 101; PHS 101 or their equivalents) with a recommended GPA of 3.0, or the required GPA of 2.7 or higher (for substitutions for this requirement, see Concentration Mentor and/or Science Concentration sheets).
- Maintain a cumulative GPA of 3.0 or higher in English 112 and English 150 and English 209 or their equivalents. (You may repeat English 112, 150 or 209 to replace an original grade in English 112, 150, or 209. English 211 or 212 may replace an original grade in English 112 or 150).
- Complete and submit an application for the Professional Level BA degree program in which you are currently coded [Early Childhood Special Education: 71; Childhood Special Education: 72 or Childhood Education: 74] to the Coordinator of Clinical Practice and Early Field Placement.
- Schedule an interview with the Education Department Professional Level Admissions Committee.
In order to remain a Professional Level BA Degree Candidate in good standing, you are required to:
- Proof of participatation in regularly scheduled semester meetings with your Program Mentor.
- Maintain a cumulative grade point average (GPA) of 3.0 or higher with no grade below a B.
- Maintain a grade point average of 3.0 or higher in Education Courses with no grade below a B.
- Complete a personal statement which incorporates MEC Unit standards and meet with Program Mentor each semester to review your progress.
- Complete required methods courses EDUC 311, EDUC 312, EDUC 314 or EDUC 317, EDUC 315, and EDUC 381 at Medgar Evers College.
- Complete a minimum of 100 hours in supervised field experience prior to Clinical Practice l.
- Complete and pass all Department NYSTCE Seminars: EDUC 494 Content Specialty Multi-Subject Test Seminar; EDUC 496 Critical Reading, Writing and Numeracy; EDUC 498 ALST Semininar; and EDUC 499 Educating All Children Seminar. [Candidates in the Early Childhood Special Education and Childhood Special Education Degree Programs must also take EDUC 495 Content Specialty Test for Students with Disabilities Seminar.]
- Complete the New York State Teacher Certification Content Specialty Multi-Subject Test.
Admission to Clinical Practice l requires:
- Completion and submission of the application for Clinical Practice l.
- Complete at least 90 credits.
- Maintain a 3.0 grade point average (GPA) in English, with a B or higher in core ENGL requrementes i.e. ENGL 112, 150, 209/211, 212.
- Maintain a recommended 3.0 and not fall below the required 2.7 grade point average or higher in Math courses (6 credits).
- Maintain a recommended 3.0 and not fall below the required 2.7 grade point average or higher in Science courses (6 credits).
- Maintain a GPA of 3.0 with no grade below B in Education courses.
- Complete EDUC 311, 312, 315, 381.
- Take the NYSTCE ALST exam prior to or during the final semester of the AA degree
- Pass EDUC 350 for BA admission
- Take the NYSTCE CST Multi Subject second semester of BA Degree Program
- Pass EDUC 311 during the first semester of the BA programfor continued BA admission
- Take the NYSTCE CST Students with Disabilities (CSE and ECSE students only) during or prior to second semester of BA Degree Program
- Pass EDUC 310 for Clinical Practice Admission
- Take the NYSTCE EAS first semester of Clinical Practice I
- Pass EDUC 481/492 for EDUC 482/492 enrollment
- Submit edTPA handbook by the end of Clinical Practice II EDUC 482/492.
- Pass EDUC 482/492 in order to graduate
Note: Exceptions to any of these requirements must be approved by the Education Department Chairperson.
Information regarding Department of Nursing AAS and BSN accreditation can be obtained from the Accreditation Commission for Education in Nursing, Inc.3343 Peachtree Road, NE, Suite 850; Atlanta, Georgia 30326 Tel: 404-975-5000; Fax: 404-975-5020 or www.acenursing.org. Information regarding state approval status may be obtained from the New York State Education Department (NYSED) at 518 474-3817 or www.op.nysed.gov.
Excellence in educator preparation.
CAEP advances excellent educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning.
1. To raise the bar in educator preparation
CAEP will have clear, high standards that rely on evidence-based measures of performance and continuous improvement to make accurate judgments about educator preparation provider (EPP) quality.
2. To promote continuous improvement
CAEP will support educator preparation providers (EPPs) in using the accreditation process to demonstrate quality and facilitate continuous improvement.
3. To advance research and innovation
CAEP will develop and implement an agenda for research and innovation to foster continuous improvement in educator preparation.
4. To increase accreditation’s value
CAEP will broaden awareness of quality educator preparation providers (EPPs) and the value of accreditation based on peer review of relevant, actionable measures of quality so that more providers will participate and more states and districts will rely on accreditation for program approval, licensing, and hiring.
5. To be a model accrediting body
CAEP will model excellence and offer multiple pathways to accreditation.
6. To be a model learning organization
CAEP will model the self-study and continuous improvement practices it advocates for providers.
CAEP will model the self-study and continuous improvement practices it advocates for providers.
Associate of Arts (60 Credits) - Teacher Education:
This pre-professional degree provides initial preparation in liberal arts and education. The program articulates into the baccalaureate programs. Course Offerings
Bachelor of Arts (120 Credits)
The BA curriculum includes a minimum of 100 hours in field experience and 300 hours in Clinical Practicum Experience.
Candidates are expected to complete a 27-30 credit concentration in English, Mathematics, Scienceor Social Studies or Psychology (This is Dual Degree in Education and Psychology) . Bachelor of Arts degree options
- Childhood Education: The program leads to certification in childhood education, grades 1 through 6. Course Offerings
- Early Childhood/Special Education (ECSE): Leads to dual certification in early childhood education and teaching students with disabilities at the early childhood level from birth through grade 2 in general and inclusive settings. Course Offerings
- Childhood/Special Education (CSE): Leads to dual certificate in childhood education and teaching students with disabilities at the childhood level from grades 1 through 6 in general and inclusive settings. Course Offerings
All candidates are required to take all parts of the New York State Teacher Certification Examination (NYSTCE) before they reach graduation (program completion). To ensure that candidates reach this goal, the department offers a series of professional development workshops.
Education Department encourages all candidates to join the professional organization affiliated with their program of study.
- Association for Childhood Education International (ACEI) – http://www.acei.org
- Council for Exceptional Children (CEC) - http://www.cec.sped.org
- National Education Association (NEA) - http://www.nea.org
- National Association for the Education of Young Children (NAEYC) - http://www.naeyc.org
- National Middle School Association (NMSA) – http://www.nmsa.org
- National Council of Teachers of Mathematics (NCTM) - http://www.nctm.org/
- National Science Teachers Association (NSTA) - http://www.nsta.org/
- National Council for the Social Studies (NCSS) - http://www.ncss.org
- National Council of Teachers of English (NCTE) - www.ncte.org/
This course is designed to create an awareness of parental involvement in education informally and formally throughout the 19th and 20th century. Briefly, the course will cover the history of parental involvement in the United States and examine structured parent programs. The course will also explore effective techniques and approaches utilized by parents to support their children in school. The course is open to teachers and parents.
Pre/Co-Requisites: ENGL 112
This course is designed to help a prospective teacher develop awareness and understanding of the community in which he/she teaches. It focuses on the involvement of the community in the educational process. The areas of concentration are comprised of pupil-community involvement, parent-pupil relationships, and parent teacher relationships offered periodically.
This introductory course provides an historical overview of major areas integral to bilingual general education and bilingual special education students and programs. Review of the history and major development of the program in the United States will be presented. Legal, cultural, linguistic, programmatic, advocacy and assessment issues will be reviewed. Theoretical readings will be matched with practical, field-based classroom visits and interviews with teachers and parents.
Pre-Requisites: ENGL 150
This methods course explores curriculum theory, resources and recent innovations in early childhood education in urban settings. Strategies to motivate and resolve conflicts will be examined. Inclusive approaches for children with special abilities, diverse populations and technological advances will be explored providing the best practice in the field. Students will develop, design and implement age appropriate curriculum. Supervised field experiences are a major component of this course.
Pre-Requisites: Admission to the BA Program;
Co-Requisites: EDUC 507, EDUC 481, EDUC 491
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.
Pre-Requisites: Admission to BA Program, ENGL 150 and PSYC 101 and EDUC 231
This course examines theories of learning processes, motivation, communication and classroom management, and the application of those theories and understandings in middle childhood classrooms to stimulate and sustain diverse students' interest, cooperation and achievement to each student's highest level of learning in preparation for productive work, continuing growth and citizenship in a democracy.
This course will study a variety of disorders in which there is reading retardation or deficiency. It will include organization of activities and materials, selection of equipment, use of medical and guidance services, counseling of parents and case conferences, field observations, and demonstrations of selected methods, practices in planning remedial instructional programs for classes, hospitals, day care centers, institutions, community agencies and home bound instructional settings.
Pre-Requisites: Admission into BA Program and EDUC 311
Co-Requisites: EDUC 312 and EDUC 506
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.
Pre-Requisites: Formal Acceptance into clinical practice; EDUC 312, EDUC 381, EDUC 301, EDUC 314 or EDUC 317, EDUC 506
Co-Requisites: EDUC 491; EDUC 507; EDUC 302 or EDUC 457
The second 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, challenges of implementing inclusion and integrating technology, etc.
Pre-Requisites: EDUC 457 or EDUC 302; EDUC 481; EDUC 491; EDUC 507 (with a grade of C or higher)
Co-Requisites: EDUC 491; EDUC 507; EDUC 302 or EDUC 457
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.
Pre-Requisites: Permission of chairperson
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.
Pre-Requisites: Permission of chairperson
This seminar is designed to prepare students to succeed in reading and writing in the discipline of education, particularly to be able to respond accurately to essay questions contained in the New York State Teacher Examinations. Understanding the language of the discipline is critical to being able to interpret the curriculum and teach it to students. We will explore the written assignments found on the LAST exam administered by the State of New York.
Pre-Requisites: Passing Score on the CUNY Writing and CUNY Reading Exam
This seminar is designed to prepare students to succeed in taking the LAST portion of the State Certification exam for teaching. Since the exam questions are geared toward critical thinking and problem solving, there will be a concentration on analyzing questions. Students will learn some test taking strategies as well as strategies for interpreting the language of the questions that address the criteria for evaluation.
Pre-Requisites: Passing Score on the CUNY Writing and CUNY Reading Exam
This seminar assists candidates in preparing for the New York State Teacher Certification Examination by reviewing general topics covering the knowledge, skills and dispositions needed for candidates about the learner, instructional planning and assessment, and the professional environment. They will engage in test taking with mock exams, essay writing and oral presentation on theory and practice.
Pre-Requisites: EDUC 481 and EDUC 491
Pre/Co-Requisites: EDUC 311 and EDUC 315
The seminar provides candidates with an understanding of the role and responsibilities of teachers. Candidates critically observe teachers as they plan and deliver instruction, interact with students and engage in the school community.
Co-Requisites: EDUC 102
This course provides candidates with the opportunity to critically observe students in diverse and inclusive P-6 settings. The field experience provides candidates with an opportunity to contextualize understanding of child development and the nature and learning needs of children with exceptionalities.
Co-Requisites: EDUC 152
This early field placement seminar provides candidates with an opportunity to understand the roles that parents/families play in their children's school life. Candidates will interact with Parent Coordinators, parents, administrators and school based community liaisons to develop an understanding of the differing perspectives and expectations of each these constituencies.
Co-Requisites: EDUC 231
This early field placement seminar provides candidates with an opportunity to research curriculum in the school site at which they are conducting their clinical practice. In addition, this researching of the curriculum will be coupled with the conceptualization, design, and writing of a week-long interdisciplinary curriculum which is undertaken by the BA candidates in the co-requisite course, EDUC 457.
Co-Requisites: EDUC 457
This course utilizes a multi-disciplinary approach in exploring issues relevant to the health care team members approach to care of the culturally diverse and rapidly increasing aging population in society and particularly in the inner city. Issues such as developmental issues in middle and older adulthood, demographics, economics, epidemiology, health care policy and practices, and advocacy are among those topics to be addressed.
- Pre-Requisites: HSC 301
This seminar provides candidates with an understanding of assessment practices in inclusive settings and opportunities to develop assessment-related skills with students with special needs.
Co-Requisites: EDUC 253