Coopersmith Career Consulting
Overview
Coopersmith Career Consulting, an NCCRS member since June 2013, facilitates the preparation of nontraditional post-secondary students for careers that match their interests and abilities. Coopersmith Career Consulting seeks to enable people whose circumstances make it inconvenient or too costly to achieve a traditional college education to nevertheless achieve training and/or graduate school admission that will further their career goals.
Students and admissions representatives please note: NCCRS does not provide transcripts. Transcript requests and inquiries should be directed to the organization offering the courses, examinations or apprenticeship. See the Source of Official Student Records contact information on the top right of this page.
Source of Official Student Records

Titles of all evaluated learning experiences
Allied Health - Coopersmith Career Consulting
Bible - Coopersmith Career Consulting
Business and Accounting - Coopersmith Career Consulting
Communications - Coopersmith Career Consulting
Computer and Technology - Coopersmith Career Consulting
Counseling and Social Work - Coopersmith Career Consulting
Culinary and Hospitality - Coopersmith Career Consulting
Education - Coopersmith Career Consulting
English - Coopersmith Career Consulting
Exercise Science - Coopersmith Career Consulting
Fashion Merchandising - Coopersmith Career Consulting
History and Political Science - Coopersmith Career Consulting
Judaic Studies - Coopersmith Career Consulting
Language - Coopersmith Career Consulting
Mathematics - Coopersmith Career Consulting
Miscellaneous - Coopersmith Career Consulting
Nutrition - Coopersmith Career Consulting
Psychology and Sociology - Coopersmith Career Consulting
Retired Learning Experiences - Coopersmith Career Consulting
Science - Coopersmith Career Consulting
Course Categories
Descriptions and credit recommendations for all evaluated learning experiences
Allied Health - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
June 2016 - Present.
Upon successful completion of this course, students will be able to: identify and describe the significance of various organ systems in the body; describe the biochemical principles that allow cells, tissues and organs to function; describe the way in which the skeletal and muscular systems cooperate for life processes such as locomotion; discuss the various ways in which the body is regulated, including the roles of the nervous and endocrine systems; determine which disruptions to homeostasis are likely to result from various external and internal stimuli; explain homeostasis and the threats that can arise from its disruption; identify tests that are conducted to diagnose problems with the functioning of the human anatomy; and relate the lessons of the human anatomy to principles that allied health professionals are required to use on a daily basis.
Anatomy and Physiology covers a variety of subjects that relate to the human body, with an emphasis on information needed by aspiring health professionals. The course discusses the physiology of the human body, including surveys of the major organ systems of the body as well as the underlying biochemistry and cellular concepts that are the building blocks for human life. The course also focuses on diseases that impact the various human systems and the ways in which the body itself and treatment from health professionals can help maintain homeostasis. Instruction concludes with how the human anatomy changes over time and the differences between healthy aging and problems that tend to affect the body with aging. Instruction is offered in the form of a course syllabus and study guide, an assigned textbook with reading assignments, a PowerPoint study guide and audio/visual presentations. Students are expected to complete the course of study set forth in the syllabus to properly prepare for the final examination. The course also includes an optional online lab component provided by PhysioEx. Students may complete the course without the lab component for 3 semester hours or complete the course with lab component for 4 semester hours.
In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Biological Sciences (6/16). NOTE: With the lab component, in the lower division baccalaureate/associate degree category, 4 semester hours in Biological Sciences (6/16). NOTE: To complete course with the lab component, students must submit lab reports in accordance with the course syllabus, in addition to taking the final examination.
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: define healthcare information technology; summarize the major healthcare legal practices and regulations; identify proper communication methods for use in healthcare workplace; comprehend Electronic Health Records (EHR) and Electronic Medical Records (EMR); access roles and responsibilities for using Protected Health Information (PHI); explain how to set up, troubleshoot, and configure devices to a desktop workstation using computing resources and languages; assist in setting up basic networks with EHR/EMRs in mind; identify the uses for clinical software, and describe the steps in the clinical process; explain and identify medical interface components and diagnostics processes; describe different modes of data protection; identify areas of vulnerability and ways to protect wireless networks; and define encryption and how it can be used to secure healthcare data.
Computer Basics in Healthcare touches on fundamentals of healthcare, health information technology, and computer based management systems that support healthcare professionals and institutions.
In the associate/certificate degree category, 3 semester hours in Medical Billing and Coding, Medical Administrative Assisting, Medical Assisting, or Allied Health (6/17).
Various; distance learning format.
Varies (self- study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: examine both legal and ethical terms as used in health care; determine the functions and distribution of responsibility between the federal, state and local governments pertinent to health care; distinguish the specific laws pertinent to health care professionals and facilities; assess the implications of violating various health care laws; investigate key aspects of health information technology, including social media and telemedicine; evaluate future trends in health care that may have legal and/or ethical implications; and discover fundamental health care ethical principles as they apply to all providers of care and services.
Major topics include: an overview of the legalities and ethical behavior associated with a medical practice/facility, examination of laws, regulations and other legal considerations applicable to the healthcare profession, combined with exploration of ethical and bio-ethical issues.
In the lower division baccalaureate/associate degree category, 3 semester hours in Health Care Administration, Allied Health, Medical Assisting, Medical Billing and Coding, Nutrition Science, Health and Wellness, Medical Office Management, or Health Informatics (4/20).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: analyze management of diversity issues in a changing health care environment; examine managing a health care facility with ethics and social responsibility; assess decision making and problem solving in human resources, strategic planning and other areas of health care; investigate the fundamentals of planning in a health care setting; compare organizational cultures in a health care setting; formulate the fundamentals of leadership in health care, using communication and interpersonal skills; examine the use of information systems for healthcare management functions; compare managing for quality vs. managing for competitive advantage in health care; analyze the trade offs between patient care issues and financial accountability; and investigate human resources management in health care organizations.
Major topics include: a general orientation to management practices in the field of health care, with focus on management concepts, processes, and theoretical content considered necessary for persons who intend to practice in a health care management position. Emphasis is placed on the differences in management of health care from other commodities and the importance of patient care and ethical issues. Tradeoffs between patient care issues and financial accountability are also addressed.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Health Care Administration, Medical Assisting, Allied Health, Medical Billing and Coding, Medical Office Management, or Health Informatics (4/20).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: examine the historical context of the marijuana plant and its uses; examine the role of the endocannabinoid system; analyze the history of medical marijuana; investigate the choices for the delivering of marijuana into the body; examine the variety of medical marijuana strains and their applications; investigate the benefits of medical marijuana on medical and mental health disorders; investigate what cannabidiol (CBD) is and the medical benefits that it can provide; and clarify how CBD products are made and applied.
Major topics include: an introduction to the understanding and use of medical marijuana, the marijuana culture and history, uses of marijuana and the treatable conditions when considering medical marijuana, and common applications for CBD and the difference in CBD from THC.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Health and Wellness, Psychology, Sociology, Nutrition Science, Health Care Administration, Medical Assisting, Allied Health, Business Development, Alternative Medicine, Counseling, or Social Work (4/20).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: recognize that medical terminology has both constructed and non-constructed terms; identify each of the three word parts (word roots, prefixes, and suffixes) used to construct medical terms; identify, define and spell prefixes and suffixes often used in medical terminology; define and spell the word parts used to create terms for the human body and identify the building blocks, organ systems, and cavities of the human body; describe anatomical planes, regions, and directional terms used to describe areas of the body; describe the five major diagnostic imaging techniques; define the word parts used to create medical terms of the integumentary system, musculoskeletal, lymphatic, cardiovascular, respiratory, digestive, urinary, nervous, endocrine and reproductive systems, and special senses; breakdown and define common medical terms used for symptoms, diseases, disorders, procedures, treatments and devices associated with these organ systems and special senses; and build medical terms, pronounce and spell common medical terms associated with these organ and special sensory systems.
Medical Terminology teaches students the accepted language of healthcare and emphasizes the medical terms used most commonly by medical providers to allow students who wish to go into the healthcare field an easier transition to the field.
In the associate/certificate degree category, 3 semester hours in Medical Billing and Coding, Medical Administrative Assisting, Medical Assisting, or Medical Transcriptionist (6/17).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: examine the role of financing and reimbursement for long-term care services; investigate nursing home evolution in the United States and globally, and the cultural changes within long term care; determine the roles of social services, admission, and discharge; analyze the importance of recreation and activities within the long-term care environment; discover basic dietary services requirements; predict the challenges associated with rapidly changing global cultural diversity and understand and appreciate the need for long-term care facilities to modify their practices to accommodate the changing environment.
Major topics include: an introduction to the administration of long-term care facilities and services. Emphasis is placed on nursing home care, home health care, hospice, skilled nursing facilities, and other long-term care services.
In the upper division baccalaureate degree category, 3 semester hours in Health Care Administration, Allied Health, Health Informatics, Medical Office Management, Elder Care Services, Social Services, Nutrition, or Cultural Diversity (4/20).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: describe various pharmaceutical milestones that occurred throughout the 1800-1900s, the origin and content of the various drug consumer safety laws, and function of the FDA; differentiate between the chemical, generic, and trade/brand names of a drug; identify the various forms in which drugs are manufactured; explain the difference between various types of tablets, and distinguish an ointment, cream, or lotion; describe and differentiate the 10 different routes of drug administration, the advantages, and disadvantages of each; describe how the liver metabolizes drugs, and how doses are adjusted for patients with liver or kidney diseases, elderly, or premature infants; identify the seven rights of drug administration, how to reverse drug toxicity, and recognize certain drugs allergies, and drug-food interactions; discuss therapeutic effects of the different categories of drugs used to treat urinary, gastrointestinal, musculoskeletal, cardiac, pulmonary, hematologic, gynecologic, endocrine, neurologic, psychiatric, ophthalmic, ENT (ear, nose, and throat), analgesic conditions; identify the component parts of the immune response, and how vaccines work; and compare and contrast how local, regional, spinal, and epidural anesthesia drugs are given.
Pathophysiology and Pharmacology is an introduction to the world of drugs and pharmaceuticals for students who intend to enter the healthcare profession. The course discusses common drugs for various ailments and their chemical structures and introduces students to the processes by which various drugs are indicated and administered.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Nursing, Healthcare, or Health-wellness educator (6/17).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: analyze the importance of health advocacy; investigate the techniques for utilizing various forms of media, whether print, television, or online; describe the legislative process of advocacy; examine how to refer a patient for legal help, create a medical-legal partnership and advocate for policy changes; examine class action for health professionals; analyzing the benefits of using research for policy change; examine the methods to identify and approach a community organization; and examine the roles and responsibilities of fundraising.
Major topics include: an introduction to the issues required for community mental health advocates, including the legislative process, approaches for using the media, when to seek an attorney, when to litigate, working with family and community, and funding strategies.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Health Care Administration, Psychology and Sociology, Allied Health, Health and Wellness, or Counseling and Social Work (4/20).
Bible - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to demonstrate measurable higher-level thinking skill of the text and selected commentary of Rashi on the first half of the Book of Exodus (chapters 1-17). Included in this will be the ability to identify the correct English interpretation of Hebrew words and phrases in the Book of Exodus. Students will also be able to analyze and explain selections of text and Rashi’s commentary, be able to elucidate the inconsistency or textual problem that Rashi is attempting to solve based on his use of hermeneutics, identify from where in the text Rashi derived his interpretation, and explain the significance of Rashi’s solutions in terms of ethical and religious behavior. Students will be able to do this analysis even on comments of Rashi that are not given on the list of selections.
This distance learning course covers the first half of the Book of Exodus (chapter 1-17, consisting of Parshiyot Shemos through Beshalach) and selected commentaries of Rashi. Topics include the birth and development of Moshe, Egyptian slavery, the ten plagues, the exodus, the korban pesach (the sacrifice slaughtered and eaten on the first eve of Passover) and other commandments given to remember the exodus, the splitting of the Red Sea, and the mann (food from heaven) and the quail which Bnei Yisrael (the Israelites) ate in the desert.
In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (11/20).
Various; distance learning format.
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to demonstrate measurable higher-level thinking skill of the text and selected commentary of Rashi on the second half of the Book of Exodus (chapters 18-40). Included in this will be the ability to identify the correct English interpretation of Hebrew words and phrases in the Book of Exodus. Students will also be able to analyze and explain selections of text and Rashi’s commentary, be able to elucidate the inconsistency or textual problem that Rashi is attempting to solve based on his use of hermeneutics, identify from where in the text Rashi derived his interpretation, and explain the significance of Rashi’s solutions in terms of ethical and religious behavior. Students will be able to do this analysis even on comments of Rashi that are not given on the list of selections.
This is a distance learning course that covers the second half of the Book of Exodus (chapters 18-40, consisting of Parshiot - Yisro through Pekudei) and selected commentaries of Rashi. Topics include the visit of Yisro, the giving of the Torah, the civil laws of Mishpatim, the construction of the mishkan (tabernacle), the sin of the golden calf, and the subsequent forgiveness.
In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (11/20).
Various; distance learning format.
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to: demonstrate knowledge of the text and selected commentary of Rashi on the first half of the Book of Genesis (1:1-25:18). Included in this will be the ability to identify the correct English interpretation of Hebrew words and phrases in the Book of Genesis. Students will also be able to analyze and explain selections of text and Rashi’s commentary, be able to elucidate the inconsistency or textual problem that Rashi is attempting to solve based on his use of hermeneutics, identify from where in the text Rashi derived his interpretation, and explain the significance of Rashi’s solutions in terms of ethical and religious behavior. Students will be able to do this analysis even on comments of Rashi that are not given on the list of selections.
This self-study course covers the first half of the Book of Genesis (1:1-25:18, consisting of Parshiot Breishis through Chayei Sarah) and selected commentaries of Rashi. Topics include the Creation, the exile from Eden, the first fratricide, the generations of the Great Flood and the Tower of Bavel, Abraham and Sarah and their relationship with G-d, the destruction of Sodom the binding of Isaac, and the selection of Rivkah.
In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (11/20).
Various; distance learning format.
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to demonstrate knowledge of the text and selected commentary of Rashi on the second half of the Book of Genesis (25:19-50:25). Included in this will be the ability to identify the correct English interpretation of Hebrew words and phrases in the Book of Genesis. Students will also be able to analyze and explain selections of text and Rashi’s commentary, be able to elucidate the inconsistency or textual problem that Rashi is attempting to solve based on his use of hermeneutics, identify from where in the text Rashi derived his interpretation, and explain the significance of Rashi’s solutions in terms of ethical and religious behavior. Students will be able to do this analysis even on comments of Rashi that are not given on the list of selections.
This distance learning course covers the second half of the Book of Genesis (25:19-50:25), consisting of Parshiyot Toldos through Vayechi, and selected commentaries of Rashi. Topics include the life of Yitzchak, the rivalry between Yaakov and Eisav, Yaakov’s experience with Lavan, the development of the 12 tribes, and Yosef as a leader in Egypt.
In In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (11/20).
Various; distance learning format.
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, Students will be able to demonstrate measurable higher-level thinking skill of the text and selected commentary of Rashi on the first half of the Book of Leviticus. Included in this is the ability to identify the correct English interpretation of Hebrew words and phrases in the Book of Leviticus. Students will also be able to analyze and explain selections of text and Rashi’s commentary, be able to elucidate the inconsistency or textual problem that Rashi is attempting to solve based on his use of hermeneutics, identify from where in the text Rashi derived his interpretation, and explain the significance of Rashi’s solutions in terms of ethical and religious behavior. Students will be able to identify the textual issue bothering Rashi even on comments of Rashi that are not given on the list of selections.
This distance learning course covers the Book of Leviticus. The entire text of Leviticus and selected commentaries of Rashi are covered. Although most of the exam is in English, students must be able to read and explain the Hebrew text. Some of the main topics included are korbanos (offerings), the death of Nadav and Avihu, the Yom Kippur service, the kohen gadol (high priest), the laws of tzara’as (leprosy) and other types of impurity, kosher and non-kosher animals, the Jewish holidays, agricultural gifts for the poor, the sabbatical year and the jubilee year.
In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (11/20).
Business and Accounting - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced)
August 2017 - Present.
Upon successful completion of the course, students will be able to: define the communication process and explain the importance of effective business communication; explain how diversity in organizations affects business communications; identify techniques and strategies for improving interpersonal communications; describe social media tools and explain how they are changing the nature of business communications; explain how computer technologies are used for communicating in the business environment, including word processing, spreadsheets, databases, email, and presentation software); evaluate business messages, reports, and proposals; and develop and deliver oral presentations.
This course provides students with knowledge and skills to effectively communicate in global business environments. Students identify and use computer technologies and social media tools for conducting interpersonal communications with diverse organizations. Additionally, students develop and evaluate both written and oral business communications.
In the lower division baccalaureate/associate degree category, 3 semester hours in Business, Communications, Cultural Studies, Arts, Education or College Success (8/17). NOTE: Completion of four writing assignments, one audio/visual presentation and a final examination is a requirement for students who want to access credit recommendations.
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: summarize the changes affecting managerial; clarify why self-awareness is vital to professional effectiveness and well-being; develop a personal brand that is consistent with how it should be perceived; describe how trust contributes to individual and organizational effectiveness; contrast what does and does not predict happiness; explain how jobs can affect health; and analyze how to use cross-cultural etiquette effectively in an organization.
This course provides students with professional behavior guidelines, including: suggestions on the standards of appearance, actions and attitude in the business environment, and handling a variety of social and business situations, networking meetings, and meals. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Management, Marketing, or Human Resources (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
November 2020 - Present.
Upon successful completion of this course, students will be able to: assess the legal and ethical consequences of business decisions and the impacts of business on the welfare of the greater society; determine when and where a dispute can be settled in a legal forum; solve business-related problems by applying laws and legal concepts; discuss and apply functional areas of law such as torts, business organizations, contracts, sales, and real property; and apply business law concepts to hypothetical scenarios.
Business Law (BUS-312) is a self-study course that culminates in a final examination. The course explores the fundamentals of litigation, laws of torts, contracts, business organizations, sales and property under the Uniform Commercial Code and various other common law and statutory law sources.
In the lower division baccalaureate/associate degree category, 3 semester hours in Business Law, Management, Marketing, or Human Resources (11/20).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: summarize the stages and elements of the negotiation process; compile the skills and techniques of a successful negotiator; differentiate negotiation styles and mental models, analyze their own behavior in negotiations; contrast the methods to counter manipulation and psychological press in negotiations; discuss the actions taken at different stages of negotiations; explain the important of pre-negotiation and post-negotiation phases and compare the roles and functions in negotiation teams; analyze the skills of organizing and managing negotiation teams; clarify the purposes of the best alternative to a negotiated agreement; and differentiate between positions from interests in negotiations.
This course provides students with the ability to develop analytical and communication skills necessary for successful negotiations, as a complex three-stage process, consisting of preparation, negotiating, and post-negotiation implementation and evaluation. Instruction combines both theoretical knowledge of leading negotiation scholars and practical experience through learning by doing. Instructional methods include: study guide, required readings, and a final exam.
In the upper division baccalaureate degree category, 3 semester hours in Management, Marketing, Paralegal Studies, Operations Management, Human Resources, or Entrepreneurship Studies (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: describe why brands have become so important; compare brand identity, image, and personality; explain how brands reduce consumers’ perceived risks; critique the “pyramid” from brand awareness to brand loyalty; measure brand equality and brand value; specify why brand position and brand image are not the same; explain how social media accelerates "word of mouth"; interpret how the three brand components are built over time; describe how the brand name, brand logo, slogan and spokesperson fit together; identify the ways in which the Internet has made almost all brands “global”; and analyze how personal branding can help individuals set goals for themselves.
This course introduces students to basic concepts of brands and brand management to help them analyze how a brand can affect customers’ perceptions of products and services, and to teach how successful branding strategies can be designed. The material is focused on the effective branding of products and services while building on the general fundamentals of strategic marketing. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate degree category, 3 semester hours in Communication, Business Management, Sales, Marketing, or Self-Management (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: describe various important business issues as they relate to new ventures; identify and appreciate the knowledge, attitudes, and skills of an entrepreneur; prepare a coherent business plan; explain the essential steps necessary to create and operate a small business enterprise; and describe the fundamental financial requirements and competencies for small business startups.
This course provides students with a basic understanding of how an entrepreneur assumes all the risks and rewards of a venture. Entrepreneurs who prove to be successful in taking on the risks of a startup are rewarded with profits, fame, and continued growth opportunities. Instructional methods include: study guide, required readings, and a final exam.
In the upper division baccalaureate degree category, 3 semester hours in Entrepreneurship, Business Management, Marketing, Management, or Economics (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: discuss the historical and present day importance of Human Resources Management (HRM) and its related subcategories; utilize, identify, and describe the theories of HRM and apply theories to practical organizational occurrences; identify and demonstrate appropriate HRM terminology when discussing the discipline; critically analyze the importance of micro, meso, and macro level job analysis; convey the importance of HRM compliance in relationship to laws, regulations, and diversity; compare and contrast the importance of training and development; explain and conceptualize the components associated with compensation and benefits; and apply legal knowledge related to organizational governance to “real world” situations.
This course provides students with an introductory overview of the topic of Human Resource Management (HRM) and focuses on the study of various components supporting strategic functionality of an organization. Major topics include, but are not limited to: the law, governance, employee rights, organizational diversity, staffing, employee development, compensation and benefits, international HRM. The course begins with an introduction to the historical and present-day role of HRM, including relevant vocabulary used in the field.
In the lower division baccalaureate/associate degree category, 3 semester hours in Human Resource Management, Management, Operations Management, Business Communications, or Entrepreneurship (8/18).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of this learning experience, students will be able to: explain the fundamental ethical principles and philosophies and the importance of ethical behavior in the business world; describe the ethical challenges in various sectors of business; contrast the obligations and responsibilities of business corporations towards the environment and society; evaluate ethical issues and conflicts in the corporate world and arrive at measures to resolve them; compare ethical theories to real-life business situations and to make rational decisions; and apply knowledge of ethical principles and dilemmas to the corporate world.
Major topics include: ethics issues, ethical leadership and the ethical decision framework. The material focuses on the examination of business ethics from a personal and business perspective. Instructional methods include: study guide, required readings, and a final exam.
In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Accounting, Business Administration, Economics, Finance, Marketing, Human Resources Management or as a general Business elective (1/20).
Various; distance learning format.
Varies; (self study; self-paced).
June 2016 - Present.
Upon successful completion of this course, students will be able to: describe the various documents that must be filed with government agencies in order to create various types of businesses; explain the characteristics of corporations and various other business formations, especially as they relate to tax and liability issues; compare and contrast various business forms and determine which type is most appropriate in a particular situation; determine when a corporate director or officer has breached a duty to his or her company and the available shareholder remedies; describe the ways in which corporations can raise capital, including “going public” and summarize the most important securities laws relevant to IPO’s, exchanges and corporate finance; apply important employment laws such as those that protect the health and safety of employees, protect employees from dangerous or hostile environments or wrongful termination and the rules regarding employment discrimination.
This course is designed to provide students with an overview of the principles and most significant laws pertaining to business organizations and the ability to apply many of those principles and rules. Major topics include: the characteristics of various business organizations, including publicly held and closely held corporations, general and limited partnerships, sole proprietorships and limited liability companies, various aspects of corporate operations, including the responsibilities of corporate directors and officers as well as principles relevant to corporate finance, survey of employment law principles relevant to business operations, including employee benefits and employment discrimination. Instruction is offered in the form of a course syllabus and study guide, an assigned textbook with reading assignments, a PowerPoint study guide and audio/visual presentations. Students are expected to complete the course of study set forth in the syllabus to properly prepare for the final examination. Prerequisite: Microeconomics (ECO-101) and Macroeconomics (ECO-102). Significant experience in the study or practice of business, law or economics may be accepted in lieu of these prerequisites.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Business, Marketing, Finance, or as a general elective (6/16).
Various; distance learning format.
Varies (self-study; self-paced).
June 2016 - Present.
Upon successful completion of this course, students will be able to: discuss major macroeconomic issues of growth, unemployment and inflation; identify and measure economic growth, define, measure, and compare GDP; follow unemployment data via the business cycle; describe the effects of aggregate demand and aggregate supply fluctuations in relation to macroeconomic equilibrium; compare and contrast varied macroeconomics models, including the classic growth, neoclassical, and new growth theories; identify and discuss the underlying causes of inflation and describe the effects of demand-pull and cost-push inflation; use the Philips curve to describe the relationship between inflation and unemployment in the short and long run; identify and discuss the role of the Federal Reserve Bank and monetary policy; and discuss the impacts of governmental budgets and fiscal policy and taxes on saving and investment.
This is an introductory course in Macroeconomics for students with no prior background in Economics. The instructional approach is mainly non-quantitative, but graphical analysis is covered. Students learn basic macroeconomic concepts on the aggregate demand and aggregate supply of outputs in the general economy, economic growth and unemployment, and the role of money and banking institutions in affecting the economy’s price level and inflation. Students study various fiscal and monetary policies used by the government to stabilize economic fluctuations. Instruction is offered in the form of a course syllabus and study guide, an assigned textbook with reading assignments, a PowerPoint study guide and audio/visual presentations. Students are expected to complete the course of study set forth in the syllabus to properly prepare for the final examination. Prerequisite: Some background in college algebra and/or statistics is required.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Business, Marketing, Finance, Economics, Human Resources, or as a general elective (6/16).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of this course, students will be able to: identify the organization of information systems in general and their roles of the modern organization in a web-based environment; describe how businesses generally use information systems; assist in the management of both data and knowledge in managing an organization; describe the infrastructure of the information technology system; discuss the roles of e-businesses and e-commerce in today’s business environment; determine the extent to which wireless and mobile computing must be taken into account when managing an organization’s delivery of information over the internet; explain the method by which information systems can be acquired and applied; and manage information systems in a manner that takes into account ethical and social issues, especially those unique to the information age.
This course is an introduction to Information Technology and its applications to the business world. Students explore issues with conducting business in a web-based environment and how to achieve a competitive advantage with a successful digital information system. Emphasis is on information technology infrastructure with additional focus on wireless and mobile computing. Students explore the building and management of systems, from both the organizational and managerial perspective. The course is designed to provide students with a strong understanding of information systems and the enormous importance they hold in today’s business world.
In the lower division baccalaureate /associate degree category, 3 semester hours in Management Information Systems (6/17).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: describe the concepts of managerial accounting; summarize control, systems, cost management, and cost behavior; compare traditional and activity-based cost management systems; define organizational design, responsibility centers, and financial control; explain how management accounting information is used for activity and process; and prepare management recommendations for short-term business and capital investment decisions.
This course provides students with an understanding of the fundamental concepts of managerial accounting and examines the principles, techniques, and uses of accounting in the planning and control of business organizations from a management perspective. Major topics include: the budgetary process and related performance evaluation techniques, cost-volume-profit relationships, product costing methods, just-in-time (JIT) manufacturing, and activity-based costing (ABC). Related theory and application are reviewed. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Accounting, Business, Data Sciences, Economics, Finance, Marketing Human Resource Management (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
June 2016 - Present.
Upon successful completion of this course, students will be able to: discuss the concept of scarcity and determine why people consider opportunity costs; describe the laws of supply and demand, pricing systems and calculate price elasticity; identify the central elements of the theory of public choice; discuss the differences between long-term and short-term economic choices; compare multiple forms of competition, including monopolies, oligopolies, and perfect competition; discuss the role the government plays in the economy; identify influencing factors in microeconomics, including income differences and health care; define “externalities” and discuss how they affect economic and social decision-making.
This is an introductory course in microeconomics for students who have no prior background in economics. The instructional approach is mainly non-quantitative, but graphical analysis is covered. Students learn the basic concepts on the demand and supply of goods, the economic behaviors of households and firms and their interactions, and market structures. Students study situations where a competitive market fails to function efficiently and the ways to deal with them. Instruction is offered in the form of a course syllabus and study guide, an assigned textbook with reading assignments, a PowerPoint study guide and audio/visual presentations. Students are expected to complete the course of study set forth in the syllabus to properly prepare for the final examination. Prerequisite: Some background in college algebra and/or statistics is required.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Business, Marketing, Finance, Economics, Human Resources, or as a general elective (6/16).
Various; distance learning format.
Varies (self-study; self-paced).
December 2020 - Present.
Upon successful completion of this course, students will be able to: Describe the importance of operations to a business organization; Discuss the role of operations and how they are connected with other business functions in business organizations; Analyze data and convert the data to useful information in managing operations; Apply the concepts of process improvements re-engineering; Evaluate processes on different dimensions; Apply techniques to achieve inventory management, quality management, capacity planning and process control; and Apply analytical techniques for tactical operations decisions.
Operations Methods and Systems focuses on the planning and decisions making activists associated with an organization's operations. It focuses on the essentials of managing operations and quantitative techniques and analysis for business decision making. Operations management teaches students processes by which to make significant decisions relevant to operations. The course explains the methods to produce and distribute goods and services by an organization effectively.
In the upper division baccalaureate degree category, 3 semester hours in Operations Methods, Operations Management, Production Systems, or Decision Science (11/20).
Various; distance learning format.
Varies (self-study; self-paced).
June 2016 - Present.
Upon successful completion of this course, students will be able to: describe the various factors that influence organizational behavior, including diversity of backgrounds of the members, emotions, moods, personalities and values; identify factors that can influence the perceptions held by members of an organization and methods by which perception can be altered; assist in the development and application of motivational strategies that can be employed to improve performance in an organizational setting; distinguish between the different types of organizational communication, including formal, informal, upward, downward and lateral communication and identify strategies for improving communications within organizations; compare and contrast leadership and management and determine the characteristics that make successful managers and leaders; identify the bases of power within an organization and tactics that can be used within an organization to increase power and influence; and describe the manner in which organizational culture is established and the characteristics of organizational culture that can improve or hurt organizational performance.
This course studies behavior in organizations and influences of individual, group, and organizational processes on performance. Major topics include: the processes of making and implementing decisions, effective communication in an organizational environment and the dynamics of office and organizational politics, motivation, solving conflicts, interpersonal communication and creating and maintaining positive organizational cultures and environments. Instruction is offered in the form of a course syllabus and study guide, an assigned textbook with reading assignments, a PowerPoint study guide and audio/visual presentations. Students are expected to complete the course of study set forth in the syllabus to properly prepare for the final examination. Prerequisite: One or more college-level courses in Psychology is strongly recommended and one or more courses in college-level English and/or Sociology are helpful.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Business, Marketing, Finance, Economics, Human Resources, or as a general elective (6/16).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: articulate principles relevant to finance and valuations; calculate the time value of money, including the present and future values of cash and cash flow streams; describe the effects of interest rates on valuation of many different financial products; assess the theoretical values of stocks and bonds based on various school of thought, formulas and projections; explain the effect of risk on stock and bond valuations; engage in the process of capital budgeting; and apply cost of capital principles and those of the capital asset pricing model.
This course introduces students to principles relevant to finance, budgeting, interest rates, present values and securities valuation. Major topics include: quantitative and technological tools used in finance; how firms make decisions in financial management issues; strategies for pricing financial assets and how firms manage financial capital in the short and long term.
In the lower division baccalaureate/associate degree category, 3 semester hours in Finance, Accounting, Business, or Business Administration (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon completion of this course, students will be able to: analyze financial transactions and determine whether they are working with asset, liability or equity accounts; record transactions in proper accounting format; prepare balance sheets, income statements, and the statement of cash flows; evaluate inventory costing systems; and apply basic accounting internal control principles over cash.
This course provides an introduction to the field of accounting and focuses on the following topics: how financial information is developed and utilized to prepare and interpret financial statements, the fundamentals of the accounting cycle (recording, summarizing, and reporting), and the preparation of financial reports, inventory and internal control.
In the lower division baccalaureate/associate degree category, 3 semester hours in Accounting, Business, Business Administration, or Finance (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon completion of this course, students will be able to: describe basic accounting approaches and guidelines for assessment relating to different types of investments; explain the fair value option for measuring and reporting investments; prepare the property, plant, and equipment section on a balance sheet; distinguish between land and land improvement costs; explain depreciation; distinguish between service life and physical life; explain cost, service life, salvage value, depreciable base, and book value; describe the operating cycle; distinguish between an employee and an independent contractor; distinguish between gross pay and net pay; record journal entries for payroll and withholdings; record the payroll taxes levied on the employer; identify the characteristics of corporations and their organizations; distinguish between common and preferred stocks, carefully detailing the rights and features of each class; compute earnings per share and book value per share; discuss the following assumptions: entity, going-concern, periodicity, monetary unit, and stable currency; differentiate between the indirect and direct methods of preparing a cash flow statement; and apply methods of horizontal and vertical analysis and use ratio analysis.
This course focuses on accounting as related to partnerships, corporations and manufacturing concerns. Topics include: long term investments, property, plant and equipment, current liabilities, employer obligations, long - term obligations, corporate, equity accounting, financial reporting and connects, financial analysis, and the statement of cash flows.
In the lower division baccalaureate/associate degree category, 3 semester hours in Accounting, Business, Business Administration, or Finance (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: describe the importance of organizational training programs and the characteristics of various types of such programs; assist in the conducting of a training needs analysis to determine the goals and objectives of an organizational training program; assist in the designing of a training program to comply with existing organizational needs; facilitate the success of trainees and organizational training program using various methods; determine methods of training that are most likely to succeed based on a given set of organizational objectives; evaluate the success of organizational training programs by reviewing the data from the results of such programs; describe various types of organizational training programs and identify their key components and objectives.
This course is a comprehensive discussion and analysis of organizational training programs, their goals, objectives and effects. Major topics include: organizational systems and dynamics, strategies and practices important in training and development, process of determining the need for developing, implementing and assessing organizational training programs. Focus is on conducting a training needs analysis and designing and implementing the program, along with a system for facilitating the success of the trainees. Other topics include specific types of training programs and training programs that apply to different elements of the organization’s personnel.
In the lower division baccalaureate/associate degree category, 3 semester hours in Human Resource Management, Management, or Finance (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: describe the importance of organizational training programs and the characteristics of various types of such programs; assist in the conducting of a training needs analysis to determine the goals and objectives of an organizational training program; assist in the designing of a training program to comply with existing organizational needs; facilitate the success of trainees and organizational training program using various methods; determine methods of training that are most likely to succeed based on a given set of organizational objectives; evaluate the success of organizational training programs by reviewing the data from the results of such programs; and describe various types of organizational training programs and identify their key components and objectives.
This course examines fundamental principles, problems and practices of entrepreneurship, focusing on providing students with a foundation of small business management skills and the creativity and knowledge of what it takes to develop a successful business. Major topics include: marketing strategies and principles including location, pricing methods, and funding, developing a successful online business, and elements of a good business plan and other aspects of business ownership.
In the upper division baccalaureate degree category, 3 semester hours in Entrepreneurship, Management, Finance, or Human Resource Management (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: describe the importance of organizational training programs and the characteristics of various types of such programs; assist in the conducting of a training needs analysis to determine the goals and objectives of an organizational training program; assist in the designing of a training program to comply with existing organizational needs; facilitate the success of trainees and organizational training program using various methods; determine methods of training that are most likely to succeed based on a given set of organizational objectives; evaluate the success of organizational training programs by reviewing the data from the results of such programs; describe various types of organizational training programs and identify their key components and objectives.
This couse provides a comprehensive discussion and analysis of organizational training programs, their goals, objectives and effects. Major topics include: organizational systems and their dynamics, strategies and practices important in training and development, the process of determining the need for, developing, implementing and assessing organizational training programs, conducting a training needs analysis, design and implementation of the program, along with a system for facilitating the success of the trainees, and specific types of training programs and training programs that apply to different elements of the organization’s personnel.
In the upper division baccalaureate degree category, 3 semester hours in Entrepreneurship, Management or Human Resources Management (8/18).
Communications - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to demonstrate in-depth knowledge of the ethical and moral issues involved in communication, and are expected to know the sources, conceptual underpinnings, and conclusions that dictate ethical communication in interpersonal relationships. Using theoretical knowledge, students will be able to assess types of language and situations to determine the appropriate ethical response for all parties involved.
The distance learning course explores the ethical, philosophical, and practical issues involved in interpersonal communications. Topics include libel, slander, rebuke, innuendo, the Biblical sources for ethical communication, the problem of listening to disparaging speech, repercussions for unethical speech, speaking about others in the workplace, and guidelines for ethically eliciting negative speech for a valid benefit.
In the lower division baccalaureate degree category, 3 semester hours in Judaic Studies, Philosophy or Ethics. (11/20)
Various; distance learning format.
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to demonstrate in-depth knowledge of the ethical and moral issues involved in communication, and are expected to know the sources, conceptual underpinnings, and conclusions that dictate ethical communication in interpersonal relationships. Using theoretical knowledge, students will be able to assess types of language and situations to determine the appropriate ethical response for all parties involved.
This distance learning course covers the ethical, philosophical, and practical issues involved in interpersonal communications. Topics include tale bearing, gossip, slander, rebuke, implicating others for wrongdoing, defending oneself from accusations, the question of intent, ambiguous comments, and deprecating speech for a positive purpose.
In the upper division baccalaureate degree category, 3 semester hours in Philosophy, Communications, Business Law, or Judaic Studies. (11/20)
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: discuss the major theories associated with the study of small group communication; determine how individual roles are filled in small groups; compare strategies in group communication that facilitate the achievement of group goals; develop skills in understanding, analyzing, and evaluating small group experiences; identify barriers to effective small group communication; and apply small group communication knowledge for group problem solving scenarios in case studies. Students will have the opportunity to acquire the necessary skills to communicate effectively in a variety of group settings upon completion of this course.
This course provides students with an understanding of the principles of small group communication. Students learn the theory and current research on group communication as well as the challenges of communicating in groups and explore the foundations of small group communication (verbal and nonverbal elements and listening), the development of the group, and the challenges that small groups face due to diversity and internal conflicts. Critical thinking skills are developed by analyzing how groups are formed, group problem-solving techniques, conflict resolution, and ultimately applying practical leadership principles with the group dynamic. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Communications, Human Resources, Marketing, Education, Management, Project Management, or as an Elective in Business (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: discuss terms, concepts, and theories related to intercultural communication; describe the impact that religion, class, gender, race, education, and ethnicity have on communication and interpersonal interactions; examine the elements of intercultural communication competence; analyze potential barriers to intercultural communication; compare different cultural dimensions and values (i.e. power distance, individualism, uncertainty avoidance, etc. of different populations and groups); and evaluate specific intercultural communication problems, illustrating the historical, cultural, economic, and political differences that have an impact on their solutions.
This course introduces students to cross-cultural communication processes. Case studies accompany each chapter so students can apply theoretical concepts to “real life” scenarios. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Communication, International Marketing, Journalism, Media Studies, or as an elective in Business (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: examine the historical development of mass communication and explore the changing influence of media or individuals and society; assess the impact of technological innovations on social interaction, political processes, public relations, advertising, gaming and other media industries; compare different theoretical approaches to the study of technology; predict how mediated communication will affect careers in a variety of disciplines including business, entertainment, health, politics, advertising and education; interpret media policy, law, and ethics; and research careers in communications.
This course provides students with an understanding of the field of communications, from newspapers, magazines, books, radio, television, firms, and cable, to the newer and interactive media of the digital present. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Communication, Business, Journalism, Marketing, or Media Studies (4/19).
Computer and Technology - Coopersmith Career Consulting
Upon completion of this course, students will be able to: incorporate Photoshop as a tool for designing interfaces for websites, webpages, etc.; design using the Photoshop workspace; identify the components of the software screens, including windows, menus, and controls; design and organize interfaces to encourage the fastest and most accurate comprehension and execution of screen features; choose screen colors and design screen icons and graphics; and perform the user interface to include dynamic features such as text and animation.
This course provides a foundation for designing functional Web pages and applications utilizing Photoshop to design an engaging interface using techniques provided using this software. Topics include general project guidelines, the use of Photoshop’s workspace to create appropriate interfaces, the various features/tools in the software, adding photos and custom shapes, creating files in portable formats, techniques used in designing dynamic interfaces used in industry, human factors and accessible websites, as well as copyright issues.
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of this course, students will be able to: describe the function and purpose of computer hardware components and important application software; evaluate major operating systems; illustrate the major telecommunications alternatives and evaluate their suitability for a given task; compare and contrast Local Area Networks and Wide Area Networks; propose and evaluate solutions to data communication problems; and distinguish between the important programming languages and choose the correct computer language for the specific job.
Introduction to Computers (CIS-101) introduces students to the principles of information processing and computers. Students differentiate between the concepts of hardware and software and their uses in information systems. Instruction traces the development of computers from their historical background to modern times and the role computers have in modern society. Special focus is given to computer operations and systems and terminology.
In the lower division baccalaureate /associate degree category, 3 semester hours in Information Systems or Information Technology (6/17).
Varies (self study; self-paced).
January 2015 - Present.
Upon completion of this course, students will be able to: trace the development of HTML and describe the transition from HTML to XHTML syntax, elements, and document type definitions; develop client-side intensive web pages using HTML5; create basic HTML elements such as hyperlinks, images, tables, and forms; use latest web technologies and programming languages to structure a web page effectively; demonstrate recommended web site design practices; control the look and placement of HTML elements using Cascading Style Sheets; compare and contrast HTML relative hyperlinks, linking to fragment identifiers, CSS pseudo-classes, navigation list layout, three-column layout, styling for print, styling for the mobile Web, and Cascading Style Sheets; demonstrate knowledge of box properties and external style sheets; create HTML source code that is both readable and upholds HTML5 standards; compare and contrast user interactions between desktop web, mobile application, and mobile web; Work with Forms on web pages; discuss the system development life cycle and its application to Web development projects.
This self-study course introduces students to the principles of how to create a website from scratch using HTML5 (the latest HTML standard) and CSS3, (the latest CSS standard). The course begins with an overview of web development before delving into the structure of HTML and XHTML documents. By the end of this course, students will know how to code links, inputs, and comments in HTML; style and format content with CSS. This course is intended to acquaint students with the extended capabilities of HTML5, as well as the new philosophy of Web Design that it embodies. Specifically, with HTML5 it will be possible to develop web pages entirely with HTML5. There will be no need for “plug‐ins” to provide additional functionality. This course of study is necessary to be prepared for the final examination which consists of equal reading, lesson and video assignments.
In the lower division baccalaureate/associate degree category, 3 semester hours in Computer Science, Information Systems, Information Technology, or Web Design, Web Programming, or Internet Programming (1/15) (1/20 revalidation).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: debug common errors in Python; define data types and analyze functions; examine conditional statements and the iterative process; manipulate strings and lists and recognize mutable versus immutable data structures; access modules and import files; analyze classes and objects; implement recursive definitions and catch exceptions; and work with dictionaries and recognized advantages of inheritance.
This 8-module course provides students with a working knowledge of concepts and programming techniques in Python. Topics include: debugging, data types, functions, conditionals, iteration, strings, lists, dictionaries, modules, filed, recursion, classes, and objects. Instructional methods include: study guide, required readings, and a final exam.
In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Computer Science, Computer Information Systems, Cyber Security, Information Technologies, or as an elective in Business or Mathematics (4/19).
Counseling and Social Work - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: examine the historical development and theories of career development; compare the five career counseling models; describe the use of standardized tests and self-assessment procedures in career counseling; identify the ethical issues that a career counselor faces; describe the methods of career counseling for multicultural groups; analyze issues that arise when working with gender issues and dual careers; describe the hardships associated with job loss and transitions; analyze the career development and transition needs of working adults; and explain the facets of career-related programs for career development in elementary, middle and high schools.
This course provides a comprehensive understanding of the theoretical models of career counseling and practical techniques on how to counsel clients about career issues.
In the upper division baccalaureate degree category, 3 semester hours in Counseling, Educational Studies, Human Services, Social Sciences, or Psychology (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: examine the effects of drug use in modern society; analyze how drugs work on the nervous system and the actions of drugs; investigate stimulants, depressants and what drugs are used for mental disorders; analyze aspects of alcohol from the distillation of it to the use and dependence on it; list and describe drugs that are commonly used, including tobacco, caffeine, dietary supplements and over-the-counter drugs; analyze opioids and describe the current epidemic that is a nationwide issue; compare substance abuse prevention programs; and critically analyze drug policy and analyze what works, what is possible and what is feasible.
This course explores the history and current information on drugs and their effects on society and human behaviors. Major topics include: drug use in modern society, how drugs work and detailed information on alcohol, stimulants, depressants as well as information on restricted drugs and familiar drugs, prevention programs and challenges the rethinking of drug policies and drug decriminalization.
In the lower division/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Social Sciences, Social Work, Health Studies, or as an elective in Psychology (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: examine the social context of family therapy; analyze the circumstances that led to the development of family therapy; list the founders and their theories of family therapy; analyze the basic techniques for the different therapy styles; compare the foundational therapies of cybernetics, system theory, social constructionism and attachment theory; investigate the classic schools of family therapy: Bowen, strategic, structural, experiential, psychoanalytic and cognitive-behavioral family therapy; describe the recent developments in family therapy; compare and contrast the views of different models in family development; analyze the gap between clinical practice and scientific research for a basic understanding of the methods family researchers use to empirically test their ideas.
This course explores the history and contemporary practice of the family therapy field and emphasizes ideas and techniques with a clear focus on clinical practice and also encourages students to explore the history, the classic schools, and the latest developments in the field.
In the upper division baccalaureate degree category, 3 semester hours in Social Sciences, Social Work, Psychology, or Counseling (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: evaluate tools to work in various settings with a variety of client groups; describe the historical and the current use of groups in social work practice; assess and apply group properties and group processes that occur in a group; investigate the basic techniques for working with diversity in groups; compile the elements to plan for, begin, and conduct a group; compare group processes to achieve the goals and objectives of the group; evaluate the outcome of a group and to use the information to improve group practice; and compare resources available to plan for and establish specific treatment and task groups.
This course explores the skills necessary for group work practice, with emphasis on basic theory about groups and group process. Instruction demonstrates necessary skills for effective practice and focuses on the practice of these skills; and examines techniques to deal with the challenges of diversity in groups.
In the upper division baccalaureate degree category, 3 semester hours in Social Sciences, Social Work, Addiction Counseling, Psychology, Mental Health, or Counseling (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: examine the role of the mental health professional in prevention and treatment of substance abuse; describe drug classification; compare the models of addiction; analyze the concerns when working with culturally and ethnically diverse populations; investigate the issues of maintaining confidentiality and ethical standards; analyze the methods for screening, assessing and diagnosing a client; list the elements for motivational interviewing and brief interventions; analyze the basic techniques for the treatment of alcohol and other drugs; describe the relapse prevention and recovery process; compare twelve-step programs and other types of support groups; and explain the impacts that alcohol and drugs have on children, families, adult children and codependency.
This course provides a comprehensive coverage of alcohol and other drug prevention, treatment, and recovery for the alcohol and other drug field. Major topics include: cultural competence, assessment, models of prevention, co-occurring disorders, other behavioral addictions, children and families, and ethics and confidentiality.
In the lower division/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Human Services, Social Sciences, Social Work, Counseling, Addiction Studies, or Psychology (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: analyze the principles of the therapeutic relationship and how a therapeutic alliance is formed; ascertain the motivation of a client who enters treatment; identify the elements of conversational skills necessary for joining and maintaining an interview; describe reflecting skills that explore the content, feelings and meanings of the client's story; identify questions and goal setting skills necessary for an effective therapeutic interview; analyze the principles of summarizing and terminating therapy sessions; investigate common mistakes that can lead to ineffective therapy; examine the intake, mental status exam and crisis counseling aspects of the therapeutic assessment interview; determine the skills needed for conducting a therapeutic interview with children, couples, families and groups; and compare the context of interviewing at the therapist's office to the client's home to alternative settings.
This course covers general principles of effective interviewing and provides students with foundational strategies, skills, and tools of therapeutic interviewing along with an understanding of the formats and settings in which they will be working. Instruction also focuses on equipping novice therapists with a basic understanding of interviewing and explores how they can develop the skills to become competent therapists.
In the upper division baccalaureate degree category, 3 semester hours in Social Sciences, Social Work, Addiction Counseling, Psychology, Mental Health, or Counseling (8/18).
Culinary and Hospitality - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: explain the chemical makeup of alcoholic beverages; describe the physiological effects of drinking alcohol; identify different types of establishments that serve alcoholic beverages; classify wines by their characteristics; identify the seven major spirits; and explain proper alcohol handling as stated by the National Restaurant Association’s Educational Foundation.
This is a self-study course that culminates in a final exam. Students are introduced to all the components of the Bar and Beverage Industry. Students are eligible to take the National Restaurant Association's ManageFirst Program, a management training certificate program that exemplifies the NRAEF’s commitment to developing materials by the industry and for the industry.
In the lower division baccalaureate/associate degree category, 3 semester hours in Hospitality, Culinary Arts, or Introduction to Bar and Beverage Management (8/18).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of this course, students will be able to: decipher biographical clues about cookbook authors; deduce inferences from cookbooks about the authors’ stance on sociopolitical issues; discover hidden narrative within cookbook texts; assert the role of cookbooks in preserving regional, ethnic and family history; explain the role of cookbooks in creating matrilineal family heritage; describe the contribution of cookbooks to women’s literacy; illustrate the role of cookbooks in creating national identity; explain the historic relationship of cookbooks and recipes to the self-image of women; and achieve familiarity with numerous manuscript and printed cookbooks and the meaning that each adds to the discussion of culture in cookbooks.
This course provides students with a basic understanding of the cultural meaning found in cookbooks. The material focuses on the roles of women and their relationship to cookery and recipes, along with cookbooks that explore the connection to national, regional, and ethics groups. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Culinary Arts, Food and Beverage Management, Food Studies, or Anthropology (1/20).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: use various knives such as chef, boning, and paring to prepare foods; prepare amuse bouche, appetizers and Hors d’Oeuvres; create gourmet sandwiches, salads and finger foods; use various cookery methods such as roasting, steaming, frying, sautéing and poaching; assist in the preparation of food for buffets such as wedding banquets, receptions, cocktail parties and corporate events; and practice proper food handling and sanitation as stated in the National Restaurant Association’s Educational Foundation’s manual, ServSafe.
This course covers the planning, production and supervision aspects of catering for special occasions such as receptions, teas, formal and informal meals and buffets. Major topics include: food preparation, cost of operation, equipment and labor requirements as well as the basic concepts and techniques of breakfast cooking and garde manger.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Advanced Culinary Arts, Garde Manger, or Hospitality (8/18).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: investigate common medical conditions that impact diets; analyze body mass index (BMI) and how to calculate it; examine food allergies and common symptoms; compare nutritional cooking to traditional home cooking; contrast cooking from scratch to buying ready-made convenience foods; and assess the importance of contrasting textures, flavors, and temperatures in foods to make them appealing.
Major topics include: the principles of cooking for specialized diets such as gluten-free, low-sodium, low carbohydrate and sugar-free. Topics include health concerns, nutritional cooking, healthful ingredients, daily requirements, portion control, allergens and techniques for optimizing maximum nutritional value.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category 3 semester hours in Hospitality Management, Food Service Management, Restaurant Management, Culinary Management, Nutrition and Dietetics, or Culinary Arts (4/20).
Version 1 and 2: Varies (self study;self-paced).
Version 1: January 2015 - December 2019. Version 2: January 2020 - Present.
Version 1 and 2: Upon successful completion of this course, students will be able to: describe various aspects of the culinary profession; describe proper food safety and sanitation procedures; identify a variety of professional kitchen tools and the necessary safety procedures; distinguish the various types of knives and discuss the best practices for their maintenance; select the proper flavorings to enhance a dish; describe how heat alters food through various heating mediums; select and describe various types of stocks and sauces; differentiate between and describe categories of soups; distinguish between the different cuts of beef, veal and lamb; distinguish between the types of poultry and describe their inspection and grading processes; identify a variety of vegetables and their proper storage procedures; describe the various types of potatoes, pastas and grains; select the best greens and vegetables, garnishes and dressing for cold salads; and differentiate varieties of fruits and identify the best practices for their storage.
Version 1 and 2: This self-study course is assessed by a final examination and provides an overview of the field of culinary arts and is designed to provide a snapshot of the fundamentals of the culinary profession as well as background on the theories that apply to the use of ingredients and preparation of foods. Major topices include: knowledge and skills chefs need to operate and manage a food service operation, preparation of a variety of foods, and management areas such as food safety, sanitation, menu creation, recipe conversion, inventory and cost control.
Version 1: In the associate/certificate degree category, 3 semester hours in Culinary Arts (1/15). Version 2: In the lower division/associate degree category, 3 semester hours in Culinary Arts, Culinary Management, or Food and Beverage Management (1/20 revalidation).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: convert fractions to decimals and vice versa; convert percentage to a decimal and a decimal or fraction to a percentage; calculate kitchen ratios; calculate food cost; explain yield percentage; and identify common food service measures.
Students develop the math and calculation skills necessary for working in the culinary and hospitality fields. Major topics include: overviews of food cost calculation, units of measure, portion control, selling price, and yield percentage.
In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Culinary Math, Food Cost Control, Hospitality, Restaurant Management, Culinary Arts, Catering or Resort Management (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: describe the history of food styling; demonstrate plating techniques; assess existing businesses to begin the process of developing a client base by use of food styling strategies; assess and choose props for photography; and describe how to work with food for the best results.
This course introduces students to the world of food styling, plating, food photography, props, working with sauces. Students learn the requirements and considerations for beginning a food styling business. Students are required to complete projects that include creating and plating food items for a food event. Students are tested through a comprehensive final exam covering topics such as teamwork, media, preparation, photographing, propping and overcoming challenges in food styling.
In the upper division baccalaureate degree category, 3 semester hours in Event Planning or Hospitality (8/18).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: analyze the Marketing Mix and the 4 P’s; contrast Sales from Marketing; illustrate trends that affect marketing; analyze how automation is utilized in a sales office; interpret internal marketing and how it works in guest contact and back of the house areas; compare the various types of hospitality properties; and compare and contrast the different types of marketing products and how to target them to international clients.
Major topics include: an introduction to the procedures and principles of hotel sales and marketing, advertising, public relations, hotel sales departments and their operations and sales techniques targeting individuals, companies and organizations. Prerequisite: Introductory hospitality management course or basic foundational knowledge of the hospitality industry.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category 3 semester hours in Hospitality, Culinary Arts, Business, Hotel and Restaurant Management, Banquet Sales, or Marketing (4/20).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: prepare foods from several of the countries being studied using ingredients indigenous to these countries; practice with an array of foods that might be used for events; and practice proper food handling and sanitation as stated in ServSafe, the National Restaurant Association’s Educational Foundation’s manual.
This course focuses on concepts and techniques of food preparation used in various countries and cultures around the world. Students plan and prepare complete menus and study standard menu terminology from different countries. Management skills and proper equipment use are stressed. Students gain competence in professional supervision of food production and service. Students must complete projects in preparing full internationally inspired meals and complete comprehensive final exams.
In the lower division baccalaureate/associate degree category, 3 semester hours in Advanced Culinary Arts or International Cuisines (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of this course, students will be able to: describe the various aspects of baking as a profession; describe and practice proper sanitation and food handling; Iientify ingredients such as flours, sugars, and leavening agents; identify basic baking equipment; recognize and select proper flavoring agents such as extracts and oils; distinguish between heat sources such as convection and standard ovens; identify baking and pastry trends; and describe the various techniques necessary to create quality baked goods.
This course introduces students to all the necessary techniques to successfully bake quick breads, muffins, yeast breads, cakes, cupcakes, brownies and other baked goods and provides an overview of the field of baking and pastry arts. Instruction introduces students to the basics of using ingredients to create baked goods for consumption both personally and professionally. Other topics include: food safety and sanitation, pastry and bread origins, menus, recipe and measurement conversions and cost control, and knowledge and skills necessary to operate a bakery.
In the associate/certificate degree category, 3 semester hours as Introductory Baking for a culinary/hospitality certificate or associate degree program (6/17).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: show the history of the hospitality industry; compare and contrast the types of hotel and lodging facilities and rooms; investigate the gaming industry; compare the various types of meeting, conventions and expositions; contrast the types of tourism worldwide; categorize a variety of restaurants and eating establishments as they influence the hospitality industry and business.
Major topics include: an introduction to the hospitality industry, hotels and lodging, restaurants, food, beverages, gaming, tourism, recreation and meetings, conventions, and expositions.
In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Hospitality Management or Business Management (4/20).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: interpret the history of menu design and planning; compare and describe the types of menus; compose a standardized menu for professional and personal use; develop and create a menu with correct and premium pricing; and analyze recipes for their nutritional benefits.
This course introduces the elements and principles of menu planning and design for both professional and personal use, necessary techniques to successfully create menus for a variety of businesses and occasions. Topics include: menu styles, nutrition beverage menus, pricing, layout and design. Prerequisite: Background courses in food identification and/or culinary arts.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category 3 semester hours in Culinary Arts, Hospitality, Business, Hotel and Restaurant Management, Banquet Sales, or Marketing(4/20).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: examine nutritional guidelines and the new food pyramid; evaluate how carbohydrates, proteins and fats are classified; distinguish between fat and water soluble vitamins; determine how to incorporate major and trace minerals into recipes; arrange and formulate menus that address the needs of those affected by heart disease, diabetes, hypertension and arthritis; and compose recipes for healthy meals.
This course provides an overview of the field of nutritional cooking. Major topics include: nutritional guidelines, carbohydrates, proteins and fats, weight control, and recipes for healthier meals.
In the lower division baccalaureate/associate degree category, 3 semester hours in Culinary Arts, Nutrition for Food Service, or Healthy Cooking (8/18).
Education - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: analyze children’s literature through multiple literary elements; compare various genres within children’s literature; articulate interpretations and discuss deeper meanings within children’s literature; identify ideologies within children’s literature; employ rhetorical modes to develop and write a literary analysis; and discuss themes in children's literature, including: social differences, family relations, independence, and others.
This course explores a wide selection of children’s literature. Students examine the impact children's literature has had on various generations. Major topics include: genres such as children’s classics, poetry, realistic fiction, folk and fairy tales, gender issues, and realism versus fantasy. Students take a deeper look at the stories they read as children and use literary elements such as themes, symbolism, characterization, and plot to analyze works written for children.
In the lower division baccalaureate/associate degree category, 3 semester hours in Children’s Literature, Early Childhood Education, or Elementary Education (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of this course, students will be able to: explain the purposes of assessment in early childhood and how infants and young children are assessed; describe elements of a comprehensive assessment system for children of all ages; explain how assessment results are used for instruction and evaluation of instructional programs; discuss how the assessment process should be implemented during the school year with school-age children; describe how test scores are reported and how and when they should be shared with parents; evaluate the pros and cons of standardized testing as well as other types of objective assessments; assist in ensuring the development and maintenance of checklists, rating scales, and rubrics; describe the types of assessments used with preschool and primary-grade children; assist in the crafting of quality portfolio assessment systems; and describe model portfolio assessment and reporting systems.
This course serves as an introduction to assessment in early childhood settings. Various means of assessment (i.e. formative, summative, authentic, traditional, etc.) are explored. Course materials are designed to increase students’ understanding of the critical role valid and reliable classroom assessment has in supporting learning in the classroom. Additionally, students explore how to evaluate assessment data for instructional decision-making.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: examine the main objectives of a classroom management system and create an effective plan for managing a classroom environment; investigate themes from historical approaches to management that are still prevalent in the field today; compare the relevance of important classroom management terminologies and identify ways in which teachers can help students comprehend expectations; compare and contrast the classroom management recommendations made by leading theorists and experts in classroom management; analyze and evaluate student characteristics that may affect classroom management; evaluate classroom management plans and decisions; interpret the PBIS framework and the broad classroom management themes to which it corresponds; examine issues of diversity and how they impact classroom management and building meaningful relationships with students and their families.
Major topics include: an introduction to the essential elements and principles of classroom management, including behavior, motivation, discipline, communication, and engagement strategies. Students will also learn a variety of classroom management skills, that can be used establish organized and engaging classroom environments and establish positive and cooperative relationships with children and their parents/guardians using the developmentally appropriate classroom management strategies.
In the upper division baccalaureate degree category, 3 semester hours in Classroom Management or Education (4/20).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: examine the contributions of creativity and imagination to the total learning of the child; discuss the scope and social and personal impact of the fine arts; explore methods of helping children discover the fine arts through practical experiences, materials, and museum experiences; promote understanding and appreciation of other cultures through research about prominent artists from various cultures, both globally and within the United States; and create and use the arts and aesthetics in integrating the arts into other disciplines in the elementary curriculum.
This course supports students as they examine children’s creative expression and critical thinking through art, drama, and music. Exam content reflects contemporary theory and practice and promotes ideas and skills that tap children's propensity for creativity and critical thinking. Numerous strategies of arts integration and examples of learning content through the visual arts, music, dance, and poetry are discussed.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: describe the characteristics of early childhood programs and describe the steps generally necessary to plan and apply developmentally appropriate practices; discuss the responsibilities of early childhood professionals and how they facilitate learning through effective lesson planning and group placement; describe how program quality depends on the development of differentiated instructional approaches to meet students’ needs; and evaluate the importance of building communication skills to communicate effectively with parents and coworkers.
This course explores early childhood organizational plans, procedures, physical facilities and surveys appropriate materials and equipment. Emphasis is placed on the process of designing appropriate learning environments for young children and an integrated, developmental approach to curriculum and instruction in the early childhood education. The course covers all aspects of classroom life, the roles of children and adults in education, the physical and social environments, and the multiple developmental domains for children in early childhood education and provides a collaborative approach to curriculum development in early childhood education.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: interpret the factors that influence the effective teaching of mathematics; investigate what it means to do mathematics; contrast and describe approaches to problem solving; compare and contrast the features of a three-phase lesson plan format for problem-based lessons; differentiate between formative and summative assessment; differentiate between a modification and an accommodation; illustrate how teaching mathematics to very young children involves providing high quality number activities using a developmental approach; demonstrate how to develop children’s skills in generalizing the problem structures with additive situations involving joining, separating, part-part-whole, and comparison where the unknown can be in any position; investigate the interplay addition, subtraction, multiplication, and division and effective use of computational strategies to solve problems; exhibit the essential features of fraction and ratio, including how they are interrelated, and articulate ways to help students understand and be able to use both; analyze the measurement process, including the identification and use of nonstandard and standard units, and demonstrate how to estimate measurements; differentiate the four major geometry goals for students.
Major topics include: an introduction to concepts related to effective math instruction for elementary school students, various means of teaching foundational math concepts related to number sense, math mathematical operations, problem-solving strategies, integers, fractions, decimals, ratios, algebraic thinking, geometric conceptualization, and measurement, strategies for integrated math across other disciplines, incorporating culturally responsive teaching methods, and effective methods for developing math competency.
In the upper division baccalaureate degree category, 3 semester hours in Elementary Education (4/20).
Various; distance learning format.
Various; distance learning format.
April 2020 - Present.
Upon successful completion of this course, students will be able to: paraphrase that science is observing, analyzing, and investigating to learn how the natural and physical world works; establish learning goals that are aligned to standards identify what students should know, understand, and be able to do at their grade level; illustrate how designing a positive classroom environment is essential to promote active inquiry learning; demonstrate how understanding science ideas means being able to explain, to interpret, to apply and adapt knowledge; demonstrate how inquiry-based instruction features practices needed to ask and try to answer a scientific question; illustrate how asking the right question is at the heart of teaching and learning; investigate how assessment processes provide opportunities to gather evidence of student learning (summative) or for student learning (formative) which can be evaluated to determine level of mastery of the identified learning goals; investigate how technology can be used support learning in the science classroom; demonstrate how science doesn’t happen in isolation but is connected to mathematics when the learning goals from each discipline and the student practice skills from both disciplines are linked; and scrutinize how equity, diversity, and achievement gaps should be considered when guiding all children to learn science.
Major topics include: an introduction to concepts related to effective science instruction for elementary school students, including the nature of science, inquiry-based instruction, effective learning environments, teaching for understanding, using the 5E engagement model, and questioning strategies, strategies for integrated science across other disciplines by incorporating technology.
In the upper division baccalaureate degree category, 3 semester hours in Elementary Education (4/20)
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of this course, students will be able to: assist in the creation of a program where learning, caring, and parental collaboration exists; interact with students from diverse backgrounds; develop a culturally sensitive partnership between home and school that encourages various methods of volunteering; assist in the development of policies that foment a culturally and linguistically appropriate ecology that encourages learning; and describe historical development of views on children and how those views affect family life.
This course provides the guidelines for creating effective partnerships with families and an overview of the diversity of modern families and emphasizes examining elements that create successful partnerships and programs that work. Students explore how to encourage parental engagement and how to adapt strategies to create that connection to meet specific needs of various schools and communities.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).
Varies; distance learning format
Varies (self-study; self-paced).
September 2016 – Present.
Upon successful completion of this course, students will be able to: identify the causes of the increased professionalization of teaching in the United States today and the ramifications of this phenomenon; link educational philosophies to applied educational practices; describe the development of American education and the factors that have influenced it, from roots in classical western civilization through the current times; compare/contrast and apply different theories of education, curriculum and instruction; apply principles of multicultural education to classroom instruction; identify at-risk behaviors and proper responses to such behaviors; and identify methods that can decrease or remove racial, ethnic or gender gaps in education.
This graduate-level course is a broad study of the philosophical and social foundations of education in the United States. Students become proficient in terminologies, educational theories, practice and legislation relevant to the American educational system. Students link previously developed educational ideas to present practices and compare and contrast the benefits and deficiencies of the applications of these ideas. After being exposed to this information, students are encouraged to implement these theories into practice. In addition to taking a final examination on course content, students are required to write two research papers on assigned topics and must successfully complete both of these assignments in order to receive credit recommendations.
In the graduate degree category, 3 semester hours in Education (9/16).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: describe how basic physical health, mental health, nutrition, and safety needs influence the growth and development of young children and explain how policies support those needs; implement and evaluate research-based basic health, safety, and nutritional practices and enact strategies for encouraging the of practice safe behaviors for students in the classroom and in their communities; explain and identify ways to maintain the health, safety, and wellness of young children including: identifying hazards and risks; conducting regular health and safety assessments consistent with regulations and quality standards; reporting child abuse; and taking corrective action when necessary; identify signs, symptoms, and emergency treatment options of childhood diseases and those which might indicate physical, sexual, and psychological abuse or neglect, and analyze the impact of stress and trauma on children, families, and the broader community; identify and describe first aid procedures, emergency response procedures, recordkeeping, communication processes, and related legal, ethical, and policy issues related to medical services to families and co-workers; explain ways to create culturally responsive, nutrition plans and identify strategies supportive of collaboration with families and health professionals in meeting children’s individual health and nutritional needs; provide examples of effective health and immunization record-keeping systems; recognize, document, and report child maltreatment, and methods for caring for an abused child; explain the importance that stable, responsive, and consistent caregiving and good communication has on providing children with an optimum environment for good mental health; identify and describe culturally responsive strategies for engaging with families and communities to preserve the health, safety, and wellness of young children.
This course is designed to provide early childhood educators with the knowledge and skills needed to engage in developmentally appropriate practices in health promotion, wellness, and safety for young children from diverse backgrounds and abilities levels within the context of the school, family, and community. Major topics include: physical and mental health, nutrition, safety, communication, and record-keeping.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education, Elementary Education, Children’s Health, Children’s Safety, or Children’s Mental Health (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: define inclusive education and its importance as an educational practice; critically analyze the foundations of inclusive education its historical trends, current practices, and emerging challenges; compare and contrast various special learning needs and how those needs influence instructional strategies employed by the teacher; explain how collaboration and teaming can be used to more effectively implement best practices in inclusive education; and describe the critical factors associated with creating a classroom environment that facilitates effective content area instruction, behavior management, and assessment of student learning.
This course teaches participants how to create an inclusive learning environment that meets the needs of all learners. Major topics include: current best practices, historical trends, and emerging challenges related to educating students with diverse learning needs, elements of effective inclusive education and the importance of curricula and proper assessment strategies in meeting the individualized needs of students with diverse learning needs.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education, Elementary Education, or Music and Movement (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: describe and distinguish between the theories that influence early childhood programs and various philosophies of early childhood education; define early childhood education the professional behaviors that are associated with early childhood education; identify early learning theories, program models and developmentally appropriate practices; and develop strategies for communicating and collaborating with families.
This course explores the many aspects of the profession of early childhood education, focusing on developmentally appropriate practices, types of programs, historical perspectives, ethics, current issues, and what it means to be a professional. Instruction focuses on the ever-changing aspects of early childhood education, and how this creates both challenges and opportunities to overcome and explore students’ journeys in the profession of early childhood education.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: describe the foundations of reading and writing processes; use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing and a variety of assessment tools and practices to plan and evaluate effective reading and writing; engage students in literacy practices that develop awareness, understanding and respect for differences in their societies; create an environment that fosters development of reading and writing skills; and pursue the development of professional skills that enable students to effectively work with colleagues.
The purpose of this course is to enable new and veteran teachers to construct the knowledge, basic competencies, and dispositions needed to the reading and writing abilities of students in grades Pre-K to 8. Students explore the major approaches and techniques for developing literacy that research and practice have proven successful as well as the theory behind the methods to assist new and veteran teachers to choose, adapt, and/or construct those approaches and techniques that best fit their styles and teaching situations.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of this learning experience, students will be able to: explain foundational concepts related to reading and writing pedagogy for young children; critically analyze the influence of curriculum standards, social, and environmental factors on students’ learning outcomes; discuss emergent literacy and basic decoding strategies, including phonics, and syllabic analysis; describe how literacy acquisition is assessed; discuss how music and movement can be integrated into curricula; investigate the critical factors associated with literacy instruction and essential reading and writing strategies, and investigate strategies for building vocabulary and other foundational literacy skills.
This course helps students develop an understanding of effective practices for teaching reading and writing. Major topics include: concepts and techniques related to research-based literacy instruction, the importance of curricula and proper assessment strategies in meeting the individualized needs of learners. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education, Elementary Education, or Reading and Literacy Instruction (1/20).
Various; distance learning format.
Varies (self-study; self-paced).
November 2020 - Present.
Upon successful completion of this course, students will be able to: evaluate foundational concepts related to reading and writing pedagogy for young children; critically analyze the influence of curriculum standards, social, and environmental factors on students’ learning outcome; incorporate emergent literacy and basic decoding strategies, including phonics, and syllabic analysis; determine how literacy acquisition is assessed; choose a verb that clearly articulates how students will achieve this objective; formulate how music and movement can be integrated into curricula; investigate the critical factors associated with literacy instruction and essential reading and writing strategies; investigate strategies for building vocabulary and other foundational literacy skills.
The course includes completing a lesson plan, a comprehensive final examination, and assignments at the end of each chapter. The course presents major concepts and techniques related to research-based literacy instruction. Course participants develop an understanding of effective practices for teaching reading and writing. The readings and practice materials included in this course are designed to engage course participants in critical thought to develop the knowledge, skills, and dispositions necessary to effectively educate students of all ages. Students will gain a deeper understanding of best practices related to developing literacy. Additionally, students will explore the importance of curricula and proper assessment strategies in meeting the individualized needs of learners.
In the graduate degree category, 3 semester hours in Liberal Studies, Education, and Literacy (11/20).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: explain the role that music and movement have in helping children to develop both physically and psychologically; critically analyze the influence of curriculum standards, social, and environmental factors on students’ learning outcomes; compare and contrast how infants and young children are assessed; describe how music and movement can be integrated into curricula that target early learners; create curriculum materials and learning environments that foster the mental and physical development of young children and identify the critical factors associated with creating a classroom environment that facilitates the inclusion of music and movement as learning strategies.
This course teaches students how to engage young children in active learning through the use of music and motor activities. The readings and practice materials are designed to engage students in critical thought to develop the knowledge, skills, and dispositions necessary to effectively educate young children. Major topics include: important role that music and movement play in the academic, psychological, social, and physical development of children and curricula as well as proper assessment strategies in meeting the individualized needs of early learners.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education, Elementary Education, or Music and Movement (8/18).
English - Coopersmith Career Consulting
This self-study course provides students with an overview of the important writers and works of American Literature from World War II to contemporary times. Class discussions focus on nonfiction essays, documents, poems, speeches, and short stories and their relevance to respective historical time periods. Students are responsible for reading required works and choose supplemental readings in a genre of their choice to enhance their literary education. Major topics include: Twentieth Century Literature, Confessional Poetry, Short Stories, Asian American writers, Native American writers, Pulitzer Prize Award Winners, Humor, Modern Memoir, Historical Fiction, Science Fiction, Popular books, and bestseller lists.
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of this course, students will be able to: recognize and describe the types of arguments made in any persuasive argument; translate written plain language arguments into symbolic language; test arguments for validity using established principles of logical reasoning; communicate in writing in logically persuasive manners and use arguments that are logically valid; apply abstract logical principles to concrete arguments and circumstances; and distinguish between various types of reasoning, including inductive, deductive and analogical.
The focus of this course is determining whether an argument is sound using logical principles and teaches students to commit logical arguments to paper and to evaluate written arguments. Students use various types of reasoning, including inductive, deductive and analogical reasoning so they are better equipped to make determinations as to the validity of an argument.
In the lower division baccalaureate/associate degree category, 3 semester hours in English or as a general elective (6/17).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: distinguish an argument from a set of claims that are not inferentially related; explain the functions of language to express and influence the meaning; identify language problems, such as ambiguity, vagueness, and emotionally loaded language; draw appropriate inferences from given data; recognize hidden assumptions and implied premises and conclusions; contrast sub-arguments from the main argument in a prose passage; evaluate the acceptability of premises, the relevance to a conclusion, and support of that conclusion; distinguish between validity and soundness, as related to deductive arguments, and to evaluate inductive arguments; recognize common fallacies in everyday reasoning; summarize and reconstruct an argument contained in an extended prose passage; identify and critically assess extended arguments in both everyday contexts and in various fields, such as business, law, politics, and science; use appropriate research in the analysis, construction and evaluation of arguments; and present and assess arguments in accordance with universal intellectual standards that include clarity, accuracy, precision, relevance, depth, breadth, and logic.
Major topics include: critical thinking, identifying, analyzing and evaluating claims, overcoming preconceptions and biases and forming appropriate conclusions. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in English or as a general elective (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
November 2020 - Present.
Upon successful completion of this course, students will be able to: Analyze Arthur Miller’s literature through multiple literary elements; Identify how Miller used his writing to express social differences; Communicate a sensitive and informed personal response to the readings; Express the deeper meanings within Miller’s literature; Identify ideologies within Miller’s literature.
This course develops critical writing and thinking skills through critical reading and analyses of Arthur Miller’s writings. The overall goal is for students to develop a mature interpretation of the writings. Further, students employ various literary theories or ways of reading that not only distinguish literal from figurative meaning, but also may portray the cultural, political, or ethical value underpinnings of a literary piece.
In the lower division baccalaureate/associate degree category, 3 semester hours in English, Literature, Creative Writing, or English Education (11/20).
Various; distance learning format.
Varies (self-study; self-paced).
November 2020 - Present.
Upon successful completion of this course, students will be able to: demonstrate familiarity with the works of Herman Wouk; analyze various aspects of Herman Wouk’s literature; read passages of literature and draw logical inferences from them; write persuasive essays analyzing literary works; and demonstrate historical knowledge, especially of the World War II era, that is prevalent in Wouk’s writings.
The Works of Herman Wouk is a self-study course that offers an analysis of some of the most important and timeless works of Herman Wouk. It includes a biographical analysis of the author and a thematic overview of Wouk’s writings, specifically focusing on three works: The Caine Mutiny, The Winds of War, and War and Remembrance.
In the lower division baccalaureate/associate degree category, 3 semester hours in English, Literature, Creative Writing, or English Education (11/20).
Exercise Science - Coopersmith Career Consulting
Version 1 and 2: Varies (self study; self-paced).
Version 1: January 2015 - December 2019. Version 2: January 2020 - Present.
Version 1 and 2: Upon successful completion of this course, students will be able to: describe the background for athletic training and its employment opportunities; discuss the components of the pre-participation physical exam and fitness testing procedures; relate nutritional health to performance and discuss the nutritional needs of the active individual; outline varying environmental conditions and describe how the illnesses they cause can be prevented; illustrate different forms of injury prevention and the liabilities inherent in sports training; describe how preexisting medical conditions affect the trainee and be able to recognize clinical injuries in all parts of the body; detect certain emergency situations and describe the role and responsibilities of EMS professionals; relate rehabilitation, healing, and drugs to therapeutic exercise and synthesize different treatment plans; and describe financial and human resource management strategies for personal trainers.
Version 1 and 2: This self-study course is assessed by a final examination and provides students with an extensive background in athletic training and acute and emergency care as a profession. Students who are coaching majors need to understand the extent of athletic trainers’ required knowledge and the importance of therapeutic intervention and health care administration so that they might better understand their role in the health care of physically active patients. Students majoring in athletic training may find this essential background when building upon their complete education. Recommended Prerequisite: Anatomy and Physiology (SCI-201) or equivalent.
Version 1: In the associate/certificate degree category, 3 semester hours in Athletic Training (1/15). Version 2: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Athletic Training, Physical Education, or Health Promotion (1/20 revalidation).
Varies (self-study; self-paced).
January 2015 - Present.
Upon successful completion of this course, students will be able to: describe the pathophysiology of the diseases covered in the course; select exercises for patients based on their clinical considerations; evaluate patients' medical history and apply when formulating exercise prescriptions; conduct a graded exercise test and prescribe exercises for all people, both healthy and those with clinical and/or medical diseases; provide an exercise prescription and exercise training regimen specific to patients' individual needs; and recommend exercise training to people of special populations with the consideration of their individual needs.
This self-study course is assessed by a final examination. Major topics include: a variety of physiological disorders and diseases that require special exercise considerations, introduction to clinical exercise and general skills such as examination and interview skills as well as exercise testing and prescribing, individual diseases and their related exercises, endocrinology and metabolic disorders, cardiovascular diseases, pathophysiology, clinical considerations, and exercises as a part of treatment, and scope of each disease, The final examination requires that students read a series of case studies and respond to questions on each one in paragraph form in order to demonstrate mastery of the materials. Recommended Prerequisite: Anatomy and Physiology.
In the upper division baccalaureate degree category, 3 semester hours in Athletic Training, Exercise Physiology, or Exercise Science (1/15).
Varies (self study; self-paced).
January 2015 - Present.
Upon successful completion of the course, students will be able to: describe the pathophysiology of the diseases covered in the course; select exercises for patients based on their clinical considerations; evaluate patients' medical history and apply when formulating exercise prescriptions; conduct a graded exercise test and prescribe exercises for all people, both healthy and those with clinical and/or medical diseases; provide an exercise prescription and exercise training regimen specific to patients' individual needs; and recommend exercise training to people of special populations with the consideration of their individual needs.
This is a self-study course that is assessed by a final examination and covers a variety of physiological disorders and diseases that require special exercise considerations. Major topics include: respiratory diseases and the exercises which patients can perform to maintain or gain back their health, immune-related diseases such as cancer, clinical considerations, pathophysiology, and exercise training, disorders of bone and joints, as well as select neuromuscular disorders, special populations, including children, older adults, people with clinical depression, and people with intellectual disabilities. Within each topic, clinical considerations are factored in and the exercise training is described.The final examination requires students to read a series of case studies and respond to questions on each one in paragraph form in order to demonstrate mastery of the materials. Recommended Prerequisite: Anatomy and Physiology (SCI-201) or equivalent.
In the upper division baccalaureate degree category, 3 semester hours in Athletic Training, Exercise Physiology, or Exercise Science (1/15) (1/20 revalidation).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: correctly identify the main goals, specific objectives, and main features of sport education; design a complete sport education season template given a particular student population; plan, implement, and assess the outcomes of a full entry-level sport education season taught to students in a school setting; and develop appreciation for teaching sport in a more authentic and complete manner in a school physical education context.
This course provides students with an introduction to educational methods that are backed by substantial research that supports the idea that sport education is a valuable and motivating approach to delivering quality physical education experiences for students of all ages. Sport education represents a departure from traditional curriculum and instruction models because it takes a practical student-centered approach, providing students with opportunities to take ownership and responsibility for various aspects of their class experiences. This approach better prepares students to be lifelong participants in healthy physical activity, sport, and to be more engaged in class. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Health Promotion, Wellness, Health Studies, or Physical Education (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: describe what is necessary to achieve and maintain a health-enhancing level of physical fitness; evaluate a physically active lifestyle; discuss responsibilities and social behaviors in physical activity settings; contrast differences among people in physical activity settings; describe how physical activity provides opportunities for enjoyment, challenge, self-expression, and social interactions; and explain the history, rules, etiquette, origin, and cultural perspectives of a chosen sport.
This course provides students with knowledge and skills necessary to develop and maintain a health-enhancing level of fitness and to increase physical competence, self-esteem, and the motivation to pursue lifelong physical activity. Students gain an understanding of the components of health-related fitness, training principles, and the benefits of being physically active. Major topics include: wellness, health-related physical fitness, fitness terminology, training principles, components of fitness, fitness assessments, goal setting, benefits of fitness, diet and nutrition, skill related fitness, and prevention and care of injuries related to physical activity. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Wellness, Health Promotion, Exercise Science, Nutrition, or Health Sciences (4/19).
Varies (self study;self-paced).
January 2015 - Present.
Upon successful completion of this course, students will be able to: describe and illustrate the developmental continuum for life-span motor behavior; discuss each component of biological development and the changes each area brings at different life stages; evaluate how perception and information-processing affect motor control as well human development; compare the stages of motor development across the life span and describe the changes as one ages; describe the purposes of motor assessment and identify the tools necessary for each stage; and analyze the sociocultural influences on motor development and identify the role different influences play.
This self-study science-based course is assessed by a final examination. Instruction covers background, theory, and research in the field of physical growth and motor behavior across the life span, as well as the practical application of these concepts. Major topics include: introduction to changes in the body, from neurological to physiological and factors that affect these changes, motor control and development through every life stage, and sociocultural influences. Students learn how to assess these changes and understand their importance as a factor of human growth.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Exercise Science, or Physical Education (1/15) (1/20 revalidation).
Version 1 and 2: Varies (self study; self-paced).
Version 1: January 2015 - December 2019. Version 2: January 2020 - Present.
Version 1 and 2: Upon successful completion of this course, students will be able to: describe the background for athletic training and its employment opportunities; discuss the components of the pre-participation physical exam and fitness testing procedures; relate nutritional health to performance and discuss the nutritional needs of the active individual; outline varying environmental conditions and describe how the illnesses they cause can be prevented; illustrate different forms of injury prevention and the liabilities inherent in sports training; describe how preexisting medical conditions affect the trainee and be able to recognize clinical injuries in all parts of the body; detect certain emergency situations and describe the role and responsibilities of EMS professionals; relate rehabilitation, healing, and drugs to therapeutic exercise and synthesize different treatment plans; and describe financial and human resource management strategies for personal trainers.
Version 1 and 2: This self-study course is assessed by a final examination and is geared for students with no prior background in the subject. Major topics include: background description of the field, the history of the profession, and the actual role of the health education professional, ethics, responsibilities, and certifications required in the field, theories and planning models of health promotion, and the setting for health education and promotion, as well as the agencies involved and the future of Health Education.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Exercise Science, or Physical Education (1/15). Version 2: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Education, Exercise Science, or Physical Education (1/20 revalidation).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: describe the background for sport and exercise psychology and related employment opportunities; propose effective teaching, coaching, and training practices for diverse participants; examine environmental influences that affect sport and exercise participants; describe group cohesion, team dynamics, leadership, and communication; design a skills training program to enhance individual performance; examine behavior change techniques that increase motivation and combat negative physical and mental health issues; and facilitate psychological growth and character development.
This course provides students with an understanding of the scientific and professional practice of sport and exercise psychology and assists student comprehension through research, concepts, and theories of people and their behaviors to think critically of the practical application of that knowledge. Instructional methods include: study guide, required readings, and a final exam.
In the upper division baccalaureate degree category, 3 semester hours in Physical Education, Exercise Science, Sport Psychology, Health and Wellness, or Nutrition (4/19).
Various; distance learning format.
Varies (self study; self-paced).
August 2018 - Present.
Upon successful completion of this course students will be able to: discuss how sports nutrition knowledge can be applied; identify factors that need to be considered when developing an individualized sports nutrition plan; describe how nutrients are digested, absorbed, transported, and assimilated in the body; explain the three energy systems, their characteristics, and the metabolic pathways associated with each and how they work to supply ATP during sport performance; explain how the macronutrients are utilized during exercise; discuss the type, quantity, and timing of carbohydrate, protein and fat consumption before, during and after exercise or competition; describe the functions of vitamins, their effects on energy systems, their deficiency and toxicity symptoms, their importance to sports performance, and vitamin-rich food sources and meal-planning tips; list the dietary recommendations, functions, effects on energy systems, deficiency and toxicity symptoms, importance to sport performance, food sources, and meal-planning tips for the major and trace minerals; identify some of the commonly used ergogenic aid used by athletes, their proposed beneficial effects and potential adverse outcomes; outline the nutritional considerations of endurance vs strength athletes; discuss the energy systems that are utilized during strength/power and endurance exercise; apply knowledge of sports nutrition to meal planning and event logistics that need to be considered various individual and team sporting events; describe the nutritional considerations for athletes who have diabetes, are pregnant, child and teen athletes, college athletes, vegetarians, and team sport athletes.
This course teaches students to apply nutrition science to fitness, exercise and sport. Instruction focuses on how sports nutrition combines the principles of nutrition science and exercise physiology with the underlying objective to improve physical performance and provides students with an understanding of the relationships with diet, food nutrients and essential dietary components and optimal sports performance across a range of physical activities, life stages and health conditions.
In the lower division baccalaureate/associate degree category, 3 semester hours in Sports Nutrition (8/18).
Fashion Merchandising - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: recognize and identify the roles and responsibilities of a fashion stylist before and during a photo shoot; compare and contrast the three primary areas that encompass fashion styling; define industry terms to enhance professional communications as a stylist; identify personality traits and must-have skills of successful stylists; deconstruct an editorial fashion shoot and infer from fashion calendars and magazine timetables how to prepare for a photo shoot; describe the duties of a wardrobe stylist and how the job duties differ from a fashion stylist; apply the basic principles of design and create apparel and non-apparel looks utilizing methods of styling; explain the classifications of personal style; compile a list of potential careers in fashion styling; learn the aspects of building a professional styling portfolio; and develop a business plan for a styling business including how to build a client base and market a styling business.
This course introduces students to the role of styling and the business of and career tracks within fashion styling, including their own business or the film and entertainment industry. Major topics include: work and and responsibilities of the fashion stylist and wardrobe stylist, shopping and prepping merchandise, working with models on test shoots or photo shoots, styling professionalism, building a professional portfolio, social media, marketing, professional communications, sources of cultural inspiration and historical references. Instructional methods include: study guide, required readings, and a final exam.
In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Fashion Merchandising (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: describe the nature of fashion; define and use basic vocabulary of the fashion industry; list and articulate each level of the industry and summarize how each level fits into the industry; recognize and give examples of the basic principles relating to fashion, its movement and influences including sociological, economic, psychological and environmental; discuss some of the historical development of apparel fashions; recognize specific segments within the fashion industry and describe how merchandising differs from sector to sector; identify and classify different forms of in-store and non-store retailing, their appropriate use, advantages and disadvantages; articulate the role the fashion industry plays in the global society; locate the significant and supporting domestic fashion centers in the United States and abroad and the varying roles they play in the apparel industry; identify and describe potential careers in each segment of the fashion industry; and describe the various types of retail distributors and fashion support services and explain how they service the merchants of fashion.
This course provides exposure to the terminology, activities, and operations that make up the apparel and non-apparel fashion industry and the forces, people, and environments who influence it. Major topics include: historical and contemporary influences on fashion, an overview of the levels in the industry, including raw materials, product development, retailing, and ancillary services, motivations of dress, theories of fashion adoption, and the fashion life cycle, fashion statements and forecast fashion trends, international and domestic fashion markets, how fashion is conceived, marketed, and sold. Career possibilities are presented for varying segments of the industry. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Introduction to Fashion Business or Fashion Merchandising (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: describe how meanings of dress vary from society to society; explain the common purposes that dress serves (i.e., to protect, to communicate, or to personally satisfy); interpret scholarly publications about dress and ideas of research topics regarding dress; evaluate clothing as a form of human behavior, considering the social and cognitive factors influencing the management and perception of personal appearance in everyday life; assess the importance of social and cultural context in the creation and interpretation of clothing symbolism; differentiate psychological, sociological and anthropological perspectives of dress that influence appearance management; compare and contrast concepts and methods appropriate for the study of appearance in contemporary societies; and analyze how cultural and societal factors influence dress behaviors.
This course provides students with basic concepts and theories from social psychology applied to dress and its connection to human behavior. Major topics include: how dress reflects self-feelings, clothing as part of a nonverbal communication system and how it relates to human behavior changes and communicates gender, race, religion, and position establishes social identities and affects interpersonal encounters. Instructional methods include: study guide, required readings, and a final exam.
In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Sociology, Psychology, or Fashion Merchandising (4/19).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of this learning experience, students will be able to: identify and analyze the effectiveness of retail window displays based on design elements used to create a display; apply the elements and principles of design to visual merchandising; identify fixtures, props, signage, mannequins and display furnishings used in retail stores; demonstrate understanding of the color wheel and identify color terminology; analyze a retail store layout by completing a retail store audit; create a 2-dimensional store planogram using appropriate computer-aided design software; plan or create a 3-dimensional shadow box or window display; critique the visual and operational elements of a fashion show; track, analyze, and interpret trends in visual merchandising and anticipate future needs within the industry; and research themes and visual presentations to develop additional design concepts.
This course provides an overview of visual merchandising. Students learn how to design a customer experience in brick and mortar stores and translate brand identity through design basics. Major topics include: the importance of design elements including line, composition, color and lighting, fashion shows and special events. Instructional methods include: Study guide, required readings, and a final exam
In the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Visual Merchandising or Visual Communication (1/20).
History and Political Science - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study, self-paced).
January 2020 - Present.
Upon successful completion of this course, students will be able to: evaluate the structures and processes of American government and politics, the collective action challenges inherent in this system and the practical implications of political structure and contestation in a person's life; compare and contrast the different types of government and the basic principles that are incorporated into a democratic republic; analyze the reason the United States Constitution is known as a living document; define a citizen’s liberties, rights, and responsibilities in a democracy like the United States; describe the political parties and clarify how they operate; summarize the operation and significance of campaigns in the American political system; and evaluate the social welfare policy in the United States.
Major topics include: organizational behavior, data analysis, etc. This self-study course is designed as an introduction to American Government, its historical foundations, institutions, and political processes. The purpose of this class is to teach students about the institutions, practices, and history of politics and government in the United States. Assessment is based on a final examination.
In the associate/certificate degree category, 3 semester hours in American Government or as a general elective (1/20).
Upon successful completion of this course, students will be able to: describe political systems and states; detail the process of fostering economic development; discuss why political systems are compared; pinpoint the structures and functions of political systems; explicate why and how culture matters to political processes; identify trends that shape contemporary political cultures; explain how citizens participate in sociopolitical affairs in different societies; discuss the development of interest groups and describe their historical performances; define authoritarian party systems and their power structures; assess the prospects and challenges facing democracies and authoritarianism; trace the geographic distribution of government power;explain the process of community building; and present the common outcomes of international interactions and their generalities.
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: trace the historical development of the Jewish presence in the garment industry in the United States, England, and Germany; compare and contrast the development of the Jewish garment industry in the United States and England and explain reasons for the differences; identify challenges that Jews faced in the garment industry; discuss the role of societal attitudes towards fashion in the development of the Jews in the garment industry; describe the role of anti-Semitism in the Jewish relationship with the garment industry in the United States, England, and Germany; differentiate between the garment industry in New York as compared to smaller centers like Rochester, and between the growth of the mens wear and womens wear industries; connect major historical events to the development of the position of Jews in the garment industry; and identify reasons given for the economic success of Jewish immigrants in the United States and what this means to other immigrant groups.
This course examines the role of Jews in the garment and fashion industries, from simple laborers to manufacturers and department store owners and designers. The course focuses mainly on Jewish immigrants to the United States and their role in the garment industry from approximately 1840-1950. Major topics include: the Jewish role in the garment industry in England and Germany during a similar time frame; the development of the garment industry in New York and how that compares and contrasts to smaller centers such as Rochester and Cincinnati; consequences of significant historical events, such as the Gold Rush, the Civil War, the Progressive Era, and World War II, the impact of anti-Semitism, culminating with the Nazi destruction of the German fashion industry, justification to explain Jewish success in the garment industry and how it affected immigrant economic progress. Instructional methods include: study guide, required readings, and a final exam.
In the upper division baccalaureate degree category, 3 semester hours in History, Jewish History, Judaic Studies, Sociology, or Anthropology (4/19).
Judaic Studies - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
November 2020 - Present.
Upon successful completion of this course, students will be able to: assess the more complex details of the concepts and laws of blessings according to the halacha of the Jewish religion. Students will be required to identify and explain major points of disagreement among the early sources. In addition, students will be able to successfully apply major principles and individual details to various circumstances.
Advanced Studies of Blessings I (JST 330) is a self-study course that culminates in a final examination. Students will become familiarized with the primary sources of halacha through Tur and Beis Yosef, gaining the ability to trace halacha to its source and identify the points of dispute among rishonim. Students will demonstrate knowledge of the concepts and sources for complex laws of brachos and the ability to apply their knowledge of the halachic principles of brachos to various situations and analyze what rules come into play in any given case. Topics will include the underlying meaning and reasons for blessings, dealing with cases of doubt, rules of saying “amen,” saying blessings on behalf of others, the proper sequence of blessings, and the criteria for which a blessing said on one item can exempt another item.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (10/20).
Various; distance learning format.
Varies (self-study; self-paced).
November 2020 - Present.
Upon successful completion of this course, students will be able to: describe and analyze complex practices, principles, customs and laws pertaining to Jewish blessings; and apply halachic principles of brachos to various situations and circumstances.
Advanced Studies of Blessings II (JST 320) is a self-study course that culminates in a final examination. Students will be able to demonstrate that they have the requisite knowledge and skills to apply halachic principles of brachos to various situations and analyze what rules come into play in any given scenario. Topics will include the halachic ramifications of leaving the place of the meal or deciding to end the meal, determining what is considered the main part of a mixture, the definition of bread, pas haba b’kisnin and when it is considered a meal, determination of bracha for berries, situations where fruits and vegetables do not receive their primary bracha, and the rules of what is included in the bracha of borei pri hagafen.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (11/20).
Various; distance learning format.
Varies (self-study).
June 2017 - Present.
Upon successful completion of this course, students will be able to: identify artistic motivations and key features of Jewish art of Antiquity; trace the development of popular motifs in Jewish art; compare and contrast Jewish art of Antiquity from different places; compare and contrast Jewish art of Late Antiquity with that of nearby cultures; identify strengths and weaknesses of various theories of art interpretation as they apply to Jewish art of Antiquity; explain changes in Jewish art from the Second Temple period through the end of Late Antiquity; analyze Jewish art of Antiquity from multiple perspectives, including political, social, and religious; and apply rabbinic sources to questions of Jewish art.
Jewish Art of Antiquity examines visual Judaism from the time of the settlement of the Jewish people in the Land of Israel, including major emphasis on Late Antiquity, including the major archaeological finds from that period in both Israel and the Diaspora and their significance, a variety of interpretations of these pieces and the debates over various theories of interpretation, social, political, and religious contexts, and comparisons between different works from the period. Special attention is given to the rabbinic view on art and specific types of art, and what level of influence the rabbis may have had over the producers of the art in this period.
In the upper division baccalaureate degree category, 3 semester hours in Art, Biblical Studies, History, Judaic Studies, Near Eastern Studies, or Religious Studies (6/17).
Various; distance learning format.
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to demonstrate the ability to identify, explain, analyze, interpret, and apply the theories they have learned in the area of Jewish blessings and will assess basic concepts related to blessings; identify major principles; analyze the underlying premises of the principal laws and customs; and apply them to varied and novel situations.
This is a distance learning course that covers blessing structure, blessings made in vain, the response of amen, discharging the obligation of others, initial blessings, sequence of blessings, principle versus subsidiary items, the status of staple foods, and the use of the general blessing of shehakol (the blessing recited over any food or drink that does not fall into a higher category of blessing).
In the lower division baccalaureate/associate degree category, 3 semester hours in Anthropology, Judaic Studies, Sociology, or Religion (11/20).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: identify the essential components of traditional Jewish music; compare and contrast Jewish music to the music of other ethnic groups amongst whom Jews have lived; link various trends in Jewish music to common roots; describe the theological and philosophical background to Jewish musical tendencies; compare and contrast the synagogue and folk music of different Jewish communities; apply knowledge of Jewish music to understand the historical underpinnings of any given piece of music; identify the changes that have occurred to Jewish music throughout the years and trace their sources; and provide historical background for the state of Jewish music today.
Major topics include: the music of the Orthodox Jew from antiquity through the end of the twentieth century, including the instruments known from the First and Second Temple and how they were used, the history of synagogue music for prayer and cantillation of the Bible and traces the development of the art of chazzanus and the folk song, numerous Jewish cultures, both Ashkenazic and Sephardic, how Jewish music developed in different circumstances and how the music of the Orthodox community became what it is today.
In the upper division baccalaureate degree category, 3 semester hours in Music, Jewish History, or History of Music (6/17).
Language - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: learn to comprehend common phrases and questions and respond appropriately; read and understand more advanced texts and answer questions in Hebrew; translate from spoken or written Hebrew into English; translate from English into Hebrew; and conjugate verbs and decline adjectives appropriately for the context.
This course provides students with the ability to develop skills in listening, speaking, reading, and writing Modern Hebrew, as well as gain exposure to modern Israeli culture. Second year Hebrew introduces two new verbal conjugation patterns, past tense conjugations for all verbal types, how to express possession, continued work on the construct state, and higher-level texts, syntax, and vocabulary. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Intermediate Hebrew (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: comprehend common phrases and questions and respond appropriately; read and understand more advanced texts and answer questions in Hebrew; translate from spoken or written Hebrew into English and translate from English into Hebrew; identify the Hebrew alphabet and vowel system; identify parts of speech (nouns, verbs, adjectives, prepositions, etc.); and conjugate verbs and decline adjectives appropriately for the context.
This course provides students with an introduction to the basic structures and vocabulary of Modern Hebrew. Students develop skills in listening, speaking, reading, and writing Modern Hebrew, and gain some exposure to modern Israeli culture. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 4 semester hours in Introductory Hebrew, Modern Hebrew, or Modern Foreign Language (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: demonstrate proficiency in the following grammatical rules: word pronunciation (vocalized and non-vocalized); indefinite and definite articles; non-possessive and possessive adjectives; present, past and future tenses; conjugation of verbs within sentences; sentence structure and word order; prefixes and suffixes; identification of root words. Students prove comprehension of written texts through translation exercises and by answering questions based on the texts; write short compositions that adhere to the basic grammatical rules of Yiddish and sentences as full responses to aural exercises. In order to achieve the above goals of comprehension and composition, students must successfully acquire a basic vocabulary of at least 500 words.
This course provides students with an introduction to the basic structures and vocabulary of Yiddish. Students develop skills in listening, speaking, reading, and writing Yiddish. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Yiddish, Judaic Studies, Language, Religion, or Eastern European Studies (4/19).
Mathematics - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: specify the domain of a function; determine finite limits and limits at infinity; apply the definition of the derivative and rules for differentiation; solve applications involving derivatives; evaluate definite integrals graphically and using rules of integration; solve applications involving integration; compute derivatives and integrals of logarithmic and exponential functions; and apply techniques of integration to evaluate integrals.
This course provides students a working knowledge of the concepts in calculus. Major topics include: differential and integral calculus; limits, derivatives, rules of differentiation, applications of the derivative, integration, applications of integration, logarithmic and exponential functions, and integration techniques. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Accounting, Business, Computer Science, Data Sciences, Engineering, Economics, Finance, Marketing, or Mathematics (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of this course, students will be able to: convert realistic situations into mathematical concepts so mathematical tools can be used to solve them; use Venn diagrams, graphs, charts and similar methods to represent, organize and analyze data; apply principles of logic to prove or disprove statements (both in text and in mathematical form) on the basis of other given statements; identify, manipulate and utilize mathematical expressions including rational, irrational and imaginary numbers, along with mathematical expressions such as absolute value, inequalities and radicals; use principles of algebra and geometry to identify variables and express algebraic expressions on graphs; determine the probability of a specified event or condition or series of events or conditions; and apply principles of statistics, such as averages, normal distributions and standard deviations to identify statistically significant data.
This course is designed to develop students’ mathematical thinking and reasoning skills though problem-solving. Instruction covers many of the tools in the mathematical toolbox, including concepts in data sets, number systems, algebra, geometry, logic, graphing, probability and statistics. Other topics include: basics of arithmetic, algebra and geometry and related relevant concepts. Prerequisites: College Algebra and College Geometry or demonstrable skills in those areas, such as superior scores on standardized tests in those areas.
In the upper division baccalaureate degree category, 3 semester hours in Math, Business, Finance, or as a general elective (6/17).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: solve systems of linear equations and perform operations on vectors; determine if a given set of vectors is linearly independent and perform linear transformations; determine if the inverse of a matrix exists, calculate the inverse of a matrix, and identify geometric changes of matrices; determine if a vector is in a vector space, identify properties of determinants, and apply Cramer’s rule to solve linear systems; determine whether a given set is a vector space or subspace, find a basis for a column space, and map a vector to its coordinate vector in a basis; find the dimension of a subspace, apply the rank theorem, and map a coordinate vector from one base to another; calculate eigenvalues, determine if a vector is an eigenvector, and diagonalize matrices; determine orthogonality projections and orthogonality of vectors; determine symmetry and orthogonality of matrices, find the matrix of a quadratic form; and find the singular values of a matrix.
This course provides students with a working knowledge of the concepts in linear algebra and the underlying theory and applications in linear algebra.Topics include: linear systems, matrix algebra, determinants, vector spaces, eigenvalues and eigenvectors, orthogonality, symmetric matrices, and quadratic forms. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Accounting, Business, Computer Science, Data Sciences, Engineering, Economics, Finance, Marketing, or Mathematics (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: calculate and use measures of central tendency to draw conclusions about data and organize data graphically; calculate probabilities and apply Bayes’ Theorem; determine continuous and joint probabilities and calculate expected values; perform calculations related to binomial, negative binomial, and Poisson distributions; solve applications involving common continuous distributions; determine the sample size needed to fit a situation and determine probabilities using the sampling distribution of the mean; construct confidence intervals for proportions and variance and determine maximum likelihood estimators; describe type I and type II errors and perform hypothesis tests; fit data using simple linear regression and compute correlation coefficients; and interpret results involving multiple linear regression models.
This course provides students with a working knowledge of the concepts in probability and statistics and the underlying theory and applications. Topics include: probability, discrete distributions, continuous distributions, sampling distributions, point estimation, interval estimation, hypothesis testing, simple linear regression, multiple regression, and nonlinear regression. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Accounting, Business, Computer Science, Data Sciences, Economics, Finance, or Mathematics (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: describe the use of modeling in quantitative analysis; develop useful and accurate decision trees; formulate and interpret characteristics of linear regression models; compute the economic order quantity (EOQ) and reorder point (ROP) for inventory problems; solve and interpret linear programming models both graphically and algebraically; model and solve maximal-flow, shortest-route, and minimal-spanning tree problems; describe the basic queuing system configurations and all three parts of a queuing system; and analyze simulation models as applied to inventory control and queuing theory.
This course provides students with a working knowledge of the most important basic concepts of quantitative analysis in business and management by teaching various modeling techniques for problems related to business and management. Topics include: decision trees, linear and multivariate regression, inventory methods, linear programming techniques, transportation and network problems, queuing theory, and simulation. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Accounting, Business, Computer Science, Data Sciences, Economics, Finance, or Mathematics (4/19).
Miscellaneous - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of this course, students will be able to: identify and explain the basic components of the event market; detail the elements used in designing and holding an event; describe the principles of sales and marketing an event; identify laws, contracts, permits and licenses that are necessary for execution of an event.
This course introduces students to the exciting world of event planning, corporate meeting planning and conventions. Topics include new trends and techniques. Case studies are explored.
In the lower division baccalaureate/associate degree category, 3 semester hours in Communication, Office Administration, Marketing, Journalism, Public Relations, or Sales (6/17).
Nutrition - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: define “coaching” and identify the requirements of being a coach; tailor healthcare coaching to a target population; identify the different types of coaching; discuss the psychology of coaching; discuss wellness, its demands, challenges, and needs; analyze the different applications of coaching in the healthcare industry; apply the science of coaching to practical use; apply the practical uses of wellness coaching; and discuss the challenges and needs of becoming a coach and building a successful practice.
This course examines the four pillars of health coaching: mindful presence, self-awareness, being in a safe and sacred place and authentic communication. The course focuses on coaching as a force of change for a healthcare system struggling to understand its patients and deliver its messages. Instruction also focuses on the application of coaching at the individual or group level and in person or through distant communication. This course provides an introduction to the science of coaching in general, and healthcare coaching.
In the lower division baccalaureate/associate degree category, 3 semester hours in Physical Education, Health and Wellness, Sport and Leisure studies, Health Coaching, or Personal Training (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: analyze the different physiologic changes that occur across different age groups; identify the different nutritional challenges of each age group; apply the science of nutritional assessment in different age groups; apply the science and knowledge of nutrition and dietetics across different age groups; analyze the effects of diseases on the health of different age groups; compare the effects of different foods on different nutritional and disease related conditions across different age groups; apply the science of nutrition and foods in recommending food choices to different age groups; and develop a thorough understanding of the internal and external factors affecting nutrition and food choices across different age groups.
This self-study course focuses on nutritional requirements of people and specifically the different nutritional requirements of various age groups. Major topics include normal and abnormal physiologic changes that occur throughout the life span and their relationships with food and diet. Assessment is accomplished by a final examination.
In the lower division baccalaureate/associate degree category, 3 semester hours in Nutrition (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: discuss appropriate counseling techniques for various clinical settings; apply the science of nutrition and foods in recommending food choices; identify appropriate nutrition educational materials and strategies to affect diet change; appropriately counsel nutrition clients; discuss nutrition care documentation through maintenance of nutrition center files; exhibit professionalism in counseling environment by assuming responsibility for effective use of resources and following the nutrition center code of conduct; and evaluate valid and reliable resources of nutrition information.
This course focuses on nutritional counseling, an integral part of medical nutrition therapy. Students learn to complete a nutrition assessment and develop a plan of care for both individuals and groups. The course focuses on the connection between the plan of care and nutrition counseling skills. Students learn to use the appropriate tools for nutrition assessment, develop a plan of care, and provide nutrition education and counseling to promote healthy diet changes. Principles of weight management and behavioral modifications strategies are used as a model.
In the lower division baccalaureate/associate degree category, 3 semester hours in Nutrition, Health, and Wellness Coaching (8/18).
Psychology and Sociology - Coopersmith Career Consulting
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: examine the theoretical perspectives of child development; explain the influences of genes and the environmental factors in development; compare different birthing procedures and the describe the choices that are available to parents; analyze the developmental norms of an infant and child and how to interpret them; summarize how attachment affects an individual’s social competence; investigate the ways that preschool children are educated; describe the ways children grow during the school years and the factors that influence their growth; list the types of relationships and friendships that are typical of middle childhood; and analyze the factors that affect adolescent school performance during school transition times.
This course provides a chronological overview of the field of child and adolescent development, from childhood to adolescence encompassing the prenatal period, infancy and toddlerhood, the preschool years, middle childhood, and adolescence. Within these periods, instruction focuses on physical, cognitive, and social and personality development.
In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology (8/18).
Various;distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: describe the skills that make a good teacher and how to evaluate an intentional teacher; break down how children develop cognitively, socially and emotionally; examine the impact of culture on teaching and learning; analyze the principles of behavioral and cognitive learning; determine how direct instruction, student-centered and constructivist approaches to instruction influence intentional teaching; discuss the elements of effective instruction; investigate motivation for student performance; illustrate the characteristics of effective learning environments; identify learners with exceptionalities; and assess student learning through standardized tests.
This course provides a systematic study of learners, learning, and teaching and emphasizes cognitive, social and moral development while also focusing on educational diversity. Instruction also focuses on motivating students to learn, creating effective learning environments, and assessing student learning.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education or Psychology (8/18).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of this learning experience, students will be able to: trace the history of psychological testing; identify the professional practice standards of associations and societies most relevant to psychological testing; evaluate different levels of measurement and the procedures for interpreting test scores; discuss the concept of a construct; examine the scientific approach to constructing, administering and using survey data; investigate how to develop and assess a test; and investigate using tests in educational, clinical, counseling and workplace settings.
This course introduces students to the basics of psychological testing as well as psychometrics and statistics. The material focuses on the foundational concepts and issues using real-life examples and situations. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Psychological Testing (1/20).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: distinguish how stress affects people physically, emotionally, mentally, spiritually, and socially; judge the capacity for handling the demands that are part of today's world; practice how to prevent stress; discover how to reduce or cope successfully with unavoidable stress; appraise several different measures to assess personal stress; deduce that the body is designed to respond to acute stress predictably for one outcome-survival; evaluate the skills of “managing self-talk”, “stopping negative thoughts”, and “going with the flow” as mental tools to help prevent the activation of the stress response; assess values clarification to facilitate self-understanding; discover how to spend and save money to bring a lifetime of financial freedom; examine personal spiritual health; incorporate the behaviors of proper exercise, eating right, adequate sleep, and avoiding unhealthy behaviors to form a foundation of stress management; probe complementary and alternative therapies to expand roles in stress management and health promotion; formulate a plan that addresses a specific personality and the situations that determine the most effective tools to deal with stress.
This course provides students with an understanding of stress management and prevention. Using an experiential approach; this course encourages the student to personalize the information through practical applications and stress-reducing resources that includes activities and assessments. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Psychology, Health Studies, Human Development, or Social Sciences (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: investigate sociological and gerontological perspectives on aging; analyze the impact of an “aging” society through data analysis of demographic patterns and historical factors; compare sociological concepts and theories of aging through practical application; appraise cultural awareness of the aging population; evaluate conclusions from aging research through effective oral and written communication; and analyze and evaluate research related to aging.
This course provides students with the ability to explore the social aspects of aging and how aging impacts individuals as well as communities, nations, and the world. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Psychology, Health Studies, Human Development, or Social Sciences (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: discover coaching and the coaching process; analyze listening skills to encourage thinking; examine how questions, paraphrasing and summarizing can provide clarity to the coachee; investigate the conversational framework of the coaching process; practice tools and techniques that are the foundation of the coaching conversation; analyze how body language is used in the coaching conversation; compare different activities related to talking, drawing and playing to increase the effectiveness of the coaching session; determine the elements of the concept a “coaching way of being;” and construct a coaching contract and ethical statement.
This course provides students with coaching resources. The step-by-step style allows students to see the process and techniques to gain the critical skills needed to become a successful coach. Real-life coaching sessions provide examples to read and activities to complete to increase students’ skill levels. Instructional methods include: study guide, required readings, and a final exam.
In the certificate/associate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Psychology, Human Development, Health and Sports Studies, or Educational Studies (4/19).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of this learning experience, students will be able to: examine the definition of cognition and explore the historical developments and events; analyze the components of short term, long term, and the working-memory systems; explore how metacognition can help make cognitive processes more effective; explain how knowledge is stored and organized; analyze the factors of language formation and comprehension; examine several approaches that influence effective problem solving; and investigate several types of heuristics that guide the decision-making process.
This course provides students with a comprehensive overview of the field of cognitive psychology. Major topics include the perceptual processes, memory, imagery, general knowledge, and language. The material focuses on problem-solving and creativity, reasoning and decision making. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Cognitive Psychology (1/20).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of the learning experience, students will be able to: distinguish forensic psychology from other forensic sciences; analyze the ways that psychology contributes to the investigation of crime; describe the role of forensic psychologists working in criminal and civil courts; examine the psychological effects of being victimized; summarize the role of psychologists and other mental health professionals in adult and juvenile corrections; identify the range of career opportunities available to forensic psychologists; and introduce the methods and procedures used in psychological assessments of juveniles.
This course provides students with a comprehensive overview of forensic psychology. The material focuses on investigative psychology, family forensic psychology, and police and public safety psychology. Students develop a multicultural perspective with an ethnic and racial sensitivity, which is critical to the successful practice of forensic psychology. Instructional methods include: Study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Forensic Psychology, Psychology, Social Science, or General Science (1/20).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of this learning experience, students will be able to: explain the importance of work in people’s lives; explain why I-O psychology research is important to organizations; summarize the Five Factor Model of Personality and its links to job performance; identify the uses of job analysis information; identify the practical issues that affect staffing, including how to combine information in making a staffing decision; break down the importance and meaning of motivation and its links with performance; describe the major approaches used in organizations to reduce and manage stress; contrast the conditions under which employees feel justly treated in the performance evaluation process; and identify several reasons for the increasing use of teams in organizations.
This course introduces students to the rich and intriguing nature of the modern workplace. The material focuses on achieving the balance between work and non-work, leaders, and teams. Major topics include: The Five Factor Model of Personality, emotional intelligence, culture and emotions, genetics and job satisfaction, measuring motivation, integrity testing, entrepreneurship, computer-based assessment, male versus female leaders and cross-cultural teams. Instructional methods include: Study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Industrial and Organizational Psychology, Social Science, General Science, or Business (1/20).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of this learning experience, students will be able to: investigate brain-behavior relationships through the study of functional neuroanatomy; examine the history of the development of neuropsychology; examine the three main classes of neurotransmitters and receptors; describe the hierarchical levels of function in the central nervous system and the structure, organization, and connectivity of the cortex; discuss the nature of emotions and the cognitive processes; examine brain diseases that produce psychological disturbances; and analyze the purpose of and techniques used in assessment of neuropsychological functions.
This course introduces students to the scientific exploration of human behavior from a neuroscientist’s perspective. Students learn basic neuroanatomy and how distinct brain regions and networks of brain regions work to produce behaviors studied by psychologists. The material focuses on higher functions, such as memory and language, which require continual interaction of the different lobes; and examines abnormalities of the brain. Instructional methods include: Study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Neuropsychology, Psychology, Social Science, or General Science (1/20).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of this learning experience, students will be able to: compare and contrast essential people, theorists, and organizations that shaped the history of the profession of play therapy; compare and contrast the most widely accepted theoretical models of play therapy; identify developmentally appropriate play therapy toys and materials; identify and differentiate play therapy techniques with children who have been traumatized; examine and discuss play therapy techniques for use with anxiety, ADHD and other mental disorders; define the ethical issues that are unique to play therapy; and examine issues of diversity and how they impact play therapy, from choice of materials to the relationship with the client.
This course introduces students to essential elements and principles of play therapy, including history, modalities, techniques, applications, and skills. Topics include a variety of play therapy theoretical orientations and specific skills, which can be used when working with children and their families using the developmentally appropriate setting of play. Instructional methods include: Study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Psychology, Social Science, Counseling, Teacher Education, or General Science (1/20).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: trace the historical development of Jewish dress from its sources to current practice; identify historical articles of clothing for their significance in the wearer’s life and in historical context; counsel someone who is interested in assembling authentic style accoutrements of a Jewish wardrobe for a specific ethnic group from a certain time; identify symbolism used on Jewish clothing and its significance; explain how external decrees helped shape the Jewish wardrobe historically and continue to leave lingering effects today; describe the standards of modesty suggested by current Orthodox Jewish authorities and the reasons behind them; define what Orthodox Jews mean by “Jewish” clothing and how it relates to clothing worn by Jews throughout history; and connect clothing practices across different Jewish cultures to shared underlying concepts.
This course provides students with an understanding of the development and identity of clothing of the Jewish people, beginning with the Biblical commands that involve clothing and many of the references to dress in the Bible and what they signify. Major topics include: the history of clothing used by Jews for special life-cycle events along with social explanations for these practices, the history of governmental decrees on Jewish apparel, both for Jews living under the Muslims and the Christians, the history of uniquely Jewish fashion, split between the Sephardic and the Ashkenazic lands. Instructional methods include: study guide, required readings, and a final exam.
In the upper division baccalaureate degree category, 3 semester hours in Sociology or Judaic Studies (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: apply best practices and strategies of pastoral counseling; identify various mental health care professionals, their expertise and how each could help a counselee; comfort the ill and bereaved in an effective and sensitive manner; counsel children and adults who have undergone recent trauma; identify potential addictions and abuse and pursue the proper steps to recovery; describe a variety of mental illnesses and the proper handling of patients suffering from them; help prepare people for marriage; and make counseling decisions based on an awareness of confidentiality laws.
This course examines rabbinical counseling practices and descriptions of typical mental health issues that may be encountered and the various professionals and services available for referral, including premarital counseling, dealing with couples in distress and spousal abuse and caring for the sick, the dying, and the bereaved. Special focus is given to dealing with suicide and survivors of crises as well as children in matters of crisis and death.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Psychology, Sociology, Counseling, or Rabbinics (8/18).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: examine Freud’s theories of personality development; examine analytical psychology with Jungian levels of the psyche and his eight major archetypes; investigate the developmental theory of Erik Erikson; analyze Fromm’s basic assumptions about personality; examine Maslow’s five assumptions regarding motivation; probe the basic assumptions of Carl Roger’s person-centered theory; investigate Allport’s definition of personality; distinguish between the Big Five as a taxonomy and as a theory; analyze Eysenck’s approach to the measurement of personality; assess the contributions of E. L. Thorndike and J. B. Watson and BF Skinner; and evaluate Mischel’s conditional view of personal dispositions.
Major topics include: an introduction to theories of personality. Students are given a comprehensive foundation on the nature of personality theory, as well as its contributions to science. Coverage of each theory encompasses a biographical sketch of each theorist, related research, and applications to real life.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Psychology or Counseling (4/20).
Various; distance learning format.
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: investigate the ethical and legal issues in the counseling practice; illustrate the counseling process and approaches to helping clients; analyze how crisis counseling differ from traditional counseling; assess how mental health counseling provides a broad overview of the general mental health settings and client issues; examine the characteristics of working as a professional counselor in schools, universities and career counseling; evaluate the principles of cultural diversity into the counseling process; investigate how treatment plans outline counseling outcomes expectations and interventions; investigate the theory and practical applications of supervision and consultation; examine why professional advocacy important; and examine outcome research to increase treatment efficacy.
Major topics include: general professional issues including advocacy and multicultural counseling, procedures for licensure, professional associations, ethical/legal issues, crisis intervention, consultation, supervision and research.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Psychology or Introduction to Counseling (4/20).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: identify and describe the classic and current theories of ethics; construct an ethical system; apply ethical approaches to various scenarios and moral dilemmas; identify major issues in environmental, business, medicine, and media ethics; describe the main issues surrounding the ethics of taking human life in specific circumstances such as suicide or euthanasia; discuss key ethical arguments in the controversy over abortion rights; present various approaches to the morality of lying, cheating, stealing, and sexual promiscuity; and look at ethical dilemmas in the news through the lens of various ethical approaches.
This course discusses the theory and practice of ethics from the basics of the nature of morality and the classic and more recent theories of morality to their applications in current issues of controversy. Major topics include: procedure for setting up a moral system, ethical issues related to the value of human life, where questions arise in matters such as abortion, suicide, and mercy death. Additional topics include: ethical issues in medicine, business, media, and environment by examining the moral dilemmas as well as the status of major questions in current dialogue and law.
In the lower division baccalaureate/associate degree category, 3 semester hours in Sociology or Ethics (8/18).
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: describe foundational research regarding social context factors and social motives by examining the historical evolution of the field of social psychology; interpret how social cognition and self-concept via introspection and observation impacts self-control; examine the impact of cognitive dissonance and how attitudes can change based on the social context; determine the impacts of conformity and group process within the field of social psychology; analyze Evolutionary Psychology’s and Social Exchange Theory’s explanation of prosocial behaviors; and illustrate situational and social causes of aggression and prejudice.
This course is a dynamic study of how people's thoughts, feelings and actions are affected by others. Major topics include: attitudes, prejudice, conformity, groups, interpersonal attraction and pro-social behaviors.
In the lower division baccalaureate/associate degree category, 3 semester hours in Sociology or Psychology (8/18).
This course assesses students' knowledge of the Ba'al Teshuva movement. Major topics include: entry points to the movement, such as synagogues and Ba'al Teshuva institutions of study, challenges of recruitment, how the Ba'al Teshuva tends to adapt to Orthodox culture and which aspects pose special challenges, cultural stigmas that the Ba'al Teshuva carries in the Orthodox community and how such stigma can be dealt with, and the impact that the Ba'al Teshuva movement has had on the general Orthodox community. The proficiency examination also evaluates students' knowledge of the history, meaning, and social nuances of the Ba'al Teshuva movement, as well as the sociological terminologies that explain it.
Retired Learning Experiences - Coopersmith Career Consulting
Varies (self study; self-paced).
January 2015 - December 2019.
Upon successful completion of the course, students will be able to: demonstrate competence in understanding how technological systems work and operate effectively; select technology, including determining desired outcomes and applicable constraints; apply technology to tasks; design and implement an application to solve business problems; and identify appropriate technology to solve business problems.
This is a self-study course that is assessed by a final examination. Instruction focuses upon the principles introduced in the lower level courses. Major topics include: advanced navigational organization, selection, web page layouts, and embedding multimedia to enhance web sites, advanced concepts of dynamic media, interactive websites, gaming, ActionScript, and issues involved in generating and delivering content in a dynamic way. This class explores how to connect the front end (the Flash application) with dynamic data on the server. Instructional methods include: readings, study guide and crash course video supplements.
In the lower division baccalaureate/associate degree category, 3 semester hours in Computer Science, Computer Information Systems, Information Systems, Information Technology, Information Technology Management, Web Design or Digital Media (1/15).
Varies (self study; self-paced).
January 2015 - December 2019.
Upon successful completion of the course, students will be able to: identify all the bones of the human body and their anatomical landmarks; describe the roles of the ligaments that attach the bones and form the major joints of the human body in human locomotion and movement; identify the major muscles of the human body that cross the joints; describe the fundamental movements created in the human body’s joints by the muscles that cross the joints; and determine the effect of muscular and skeletal movement on the major blood vessels and the major nerves of the human body.
This is a self-study course that is assessed by a final examination. Major topics include: the structures of human anatomy and how these structures are involved in human movement. Numerous illustrations and optional opportunities are provided to enhance the learning of human anatomy.
In the associate/certificate degree category, 1 semester hour in Personal Training (1/15).
Science - Coopersmith Career Consulting
Various; distance learning format.
Varies (self study; self-paced).
November 2015 - Present.
Upon successful completion of this course, students will be able to: perform mathematical functions and conduct measurements and calculations necessary for the study and use of chemistry, including problem-solving and the usage of appropriate units; identify the distinctions between matter and energy and the relationship between them; distinguish between elements, compounds and mixtures (heterogeneous and homogeneous) and describe the relationships between them; utilize the periodic table and the various pieces of information available thereon; describe the components of an atomic nucleus and relate those concepts to radioactivity and nuclear energy; balance chemical equations between various reactants; identify the special properties of various solids, liquids, gasses and solutions; determine the effects of various factors such as heat, moisture and other factors on chemical reactions and the rates at which they occur; distinguish between acids and bases and identify their varying roles in nature and in industry; and describe various types of organic compounds and identify their roles in life on Earth.
Introduction to Chemistry covers a variety of subjects related to the study of matter. Instruction deals with the impact of chemistry on daily lives and focuses on the relationship of matter and energy and the structure of subatomic particles, atoms and molecules (the building blocks of matter). Topics include: compounds, bonds and chemical reactions and the characteristics of various types of molecules, such as acids, bases and organic compounds. Because it is anticipated that most Coopersmith students taking this course are doing so as part of preparation for a career in a healthcare-related field, the course has been designed to focus on knowledge and skills necessary for those entering health-related careers. The course uses a self-study format and asks students to prepare for a proficiency exam by completing a course of study that includes reading assignments and video assignments as presented in the course syllabus.
In the lower division baccalaureate/associate degree category, 3 semester hours in general science or Chemistry (11/15) (1/20 revalidation).
Various; distance learning format.
Varies (self-study; self-paced).
Version 1: May 2014 - July 2018. Version 2: August 2018 - Present.
Version 1 and 2: Upon successful completion of this course, students will be able to: describe the roles of the major types of biological molecules in forming living organisms and carrying out life processes; apply the roles of each of the parts of a cell to the life processes that they carry out; analyze the manner in which substances that help determine genetic inheritance, including chromosomes, DNA, nucleotides, etc., impact the genetic characteristics of offspring; apply the various life processes carried out by human organs and organ systems to the over-all goal of maintaining homeostasis in human beings; and evaluate the impacts that various interferences with homeostasis may have on the functioning of the human body and identify the steps that the human body takes to deal with such interference.
Version 1 and 2: This self-study course explores the study of the life processes of all organisms and the life processes of human beings. It begins with some necessary background information about molecular and cellular structure and then moves into life processes, including nutrition, respiration, circulation, excretion and regulation and the maintenance of homeostasis, specifically in human beings.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Biology or as a core science requirement (5/14). Version 2: In the upper division baccalaureate degree category, 3 semester hours in Biology or as a core science requirement (8/18 revalidation).