Mosholu Montefiore Community Center
Overview
Mosholu Montefiore Community Center, an NCCRS member since May 2022, is a vital community resource that changes the course of lives of Bronx and Manhattan residents to a degree not otherwise possible. Each year, the organization serves more than 35,000 preschoolers, school age children, teens, adults and senior citizens through our support, enrichment, education and recreation programs, expanding their opportunities to live full, productive lives.
The committed and well-trained staff consistently steps forward to guide and nurture people of all ages – often on an individual basis and frequently when they have no other place to turn. They open up entirely new possibilities for individuals, strengthening families and reshaping the neighborhoods we serve. Together, with MMCC’s help, the Bronx and Manhattan will continue to evolve as a dynamic, vibrant, safe community.
MMCC strives to improve the lives of community residents with dedication to humanitarian efforts; reaching out to a rich tapestry of cultures, building gateways to success through quality service and programs, building confidence, sustainability and working toward self-sufficiency for the individuals they serve. The vision of MMCC is to ignite new pathways of growth and expansion, aligned with a commitment to humanity, equity and diversity, so that their own proven methods of services and programs can flourish and impact and assist one individual at a time; fulfilling our commitment of quality service to the communities we serve.
Source of Official Student Records

Titles of all evaluated learning experiences
Course Categories
Descriptions and credit recommendations for all evaluated learning experiences
Active Learning Experiences - MMCC
96 hours (12 weeks) including 60 hours field work.
January 2025 - Present.
Upon successful completion of the course, students will be able to: understand and apply effective behavior management strategies; identify the importance of behavior management in classroom success, compare proactive and reactive approaches, and analyze how positive reinforcement and consistent rules contribute to a positive learning environment; analyze conduct disorders and intervention techniques; explore the characteristics of conduct disorders in children, the influence of environmental factors like poverty and family dynamics, and strategies for managing aggressive and noncompliant behaviors, emphasizing collaboration between educators, caregivers, and mental health professionals; evaluate the impact of classroom management on student development; assess the role of teacher-student relationships, culturally responsive practices, and restorative justice in managing challenging behaviors, fostering inclusivity, and mitigating the school-to-prison pipeline; develop and implement functional behavior plans; examine the use of functional behavior assessments (FBA) in identifying root causes of disruptive behavior and creating effective behavior intervention plans (BIP) using smart goals and evidence-based data collection techniques; examine ethical and legal considerations in behavior management; evaluate the ethical and legal implications of restraint and seclusion practices, federal regulations such as section 504 and the ADA, and the effectiveness of positive behavioral interventions and supports (PBIS) in creating safe and supportive school environments.
Major topics include: behavior disorders, classroom management, assertive discipline, disruptive behavior, positive and negative reinforcement, interventions, laws, support plants and assessment.
In the lower division baccalaureate/associate degree category, 3 semester hours in Educational Studies, Human Services, Child and Family Studies, or Interdisciplinary Studies (12/24).
110 hours (14 weeks) including 70 hours field work.
January 2025 - Present.
Upon successful completion of the course, students will be able to: analyze the role of passion and ethics in teaching: students will explore how passion and core ethical principles such as honesty, respect, and empathy influence teaching effectiveness, student outcomes, and classroom atmosphere, using examples to highlight ethical dilemmas and their resolutions; evaluate the importance of adaptability in teaching; examine how flexibility and responsiveness help teachers address diverse learning needs, adapt to social issues, and manage classroom dynamics to create inclusive and supportive learning environments; understand the impact of effective communication and classroom management; assess how clear communication, active listening, and positive behavior management strategies contribute to a productive classroom environment, student engagement, and academic success; integrate developmental insights into teaching strategies; describe developmental changes in cognitive abilities, attention, and memory across age groups, applying evidence-based strategies to align teaching methods with brain development stages for enhanced student learning; develop reflective and professional growth practices; analyze the role of reflective teaching practices, peer collaboration, and ongoing professional development in improving instructional methods, fostering ethical professionalism, and supporting long-term success in education.
Major topics include: Responsibilities of Instructors, ethics, how children learn, child & adolescent development, effective communication, behavior management, planning, curriculum, assessments, and reflective practices.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Educational Studies, or Interdisciplinary Studies (12/24).
96 hours (12 weeks) including 48 hours field work.
January 2025 - Present.
Upon successful completion of the course, students will be able to: understand trauma-informed care and child well-being; analyze how trauma-informed care supports the emotional and psychological well-being of children in youth development settings, identifying the four key domains of child well-being and their interaction with caregiving environments; evaluate community partnerships in youth development; explore the role of schools, mental health providers, and other community agencies in promoting holistic well-being, emphasizing effective collaboration strategies to enhance support for children and families; design holistic health and safety initiatives; identify strategies for integrating physical, mental, and emotional health initiatives into after-school programs, including nutrition education, injury prevention, and safe play environments to improve child outcomes; implement evidence-based interventions for at-risk youth; evaluate evidence-based interventions to address the developmental needs of children exposed to trauma, using practical examples to demonstrate success in promoting resilience and reducing risky behaviors; promote wellness and preventive practices in youth programs; examine the importance of staff wellness, mental health support systems, and proactive health and safety measures in creating safe and supportive after-school environments, benefiting both staff and participants.
Major topics include: children’s health & well-being, high quality & safe environments, dealing with injuries, illness & infections, mental health, nutrition education & physical education.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Special Education, Therapeutic Recreation, Recreation Management, or Physical Education (12/24).
214 hours in 8 weeks, including supervised field work.
June 2022 - Present.
Upon successful completion of the course, students will be able to: apply appropriate leadership, mentoring, supervision, community building strategies; describe how inclusion and empathy are key values in working with youth; analyze various perspectives in youth behaviors and apply effective communication and behavior strategies and modifications; evaluate new skills and knowledge and apply it to everyday work; analyze the coursework and compare and contrast various developmental theories as related to observations in field experiences; observe and record children's behavior and responses to supervision; relate to knowledge acquired in classes and workshops and collaborate with supervisors and co-workers to modify and improve group dynamics and reflecting upon positive and negative interactions; engage in group collaboration and small group discussion during workshop sessions; and create a training program for future counselors who can utilize and assist them with their work.
Major topics taught in this course include Leadership, Child Development, Effective Communication, Empathy, Respect, Conflict Resolution, Diversity, Equity and Inclusion.
In the lower level baccalaureate/associate degree category, 3 semester hours in Recreation, Sociology, Psychology, Interdisciplinary Studies, Child Development, or Education (5/22).
90 hours (12 weeks) including 48 hours field work.
January 2025 - Present.
Upon successful completion of the course, students will be able to: identify and apply the 5 c’s framework in positive youth development (PYD); define the 5 c’s of PYD (competence, confidence, connection, character, and caring), provide examples, and explain how youth workers can implement strategies to promote these components in programs; design and evaluate PYD activities for after-school programs; generate and evaluate at least six programming ideas for after-school or camp settings that contribute to "healthy, productive, and engaged youth," supporting the development of communication, leadership, and self-regulation skills; analyze the role of caring relationships and support networks; discuss the significance of positive adult mentors, peer relationships, and strong social support networks in fostering PYD, with examples from videos and readings; understand and implement developmental plasticity concepts; define developmental plasticity; describe its significance in youth resilience and growth, and apply this understanding to create adaptable, effective youth programs; address behavioral challenges and promote positive identity; identify strategies for de-escalation, trauma-informed care, and restorative practices, focusing on the development of positive identity and self-transformative growth in youth to foster resilience and social success.
Major topics includes positive youth development practices, relationships with children, triggers, de-escalation, plasticity, social emotional learning and self-identity.
In the lower division baccalaureate/associate degree category, 3 semester hours in Youth Development, Psychology, Education, or Social Work (12/24).
90 hours (12 weeks) including 60 hours field work.
January 2025 - Present.
Upon successful completion of the course, students will be able to: define and promote educational equity in special education; define equity in the context of special education and differentiate it from equality, exploring how laws such as idea and practices like IEPs, early intervention, and inclusion promote equitable access for students with disabilities; analyze strategies for inclusive and supportive learning environments; examine the principles of inclusion, diversity, and equity and evaluate strategies such as differentiated instruction, co-teaching, and universal design for learning (UDL) to support diverse learners, including those with disabilities or from marginalized groups; evaluate the role of behavioral support plans in student development; explain the components and importance of behavioral intervention plans (BIPS), supported by functional behavioral assessments (FBAS), in addressing challenging behaviors and fostering positive learning environments; explore the social and emotional needs of diverse learners; analyze how educators can foster social and emotional development in inclusive classrooms through empathy-building, proactive management, and supportive teacher-student relationships; address challenges in implementing equity and inclusion; identify challenges schools face in achieving equitable education for students with disabilities and marginalized groups and propose actionable solutions to ensure inclusive and supportive environments for all learners.
Major topics include: special education, special education laws, diversity, education and inclusion, communication, behavior, interventions, social and emotional support.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Educational Studies, or Special Education (12/24).