Theological Research Institute, Ltd. (TRI)
Overview
The Theological Research Institute, Ltd. (TRI), an NCCRS member since January 2010, was founded in 2009 to offer students and professionals a comprehensive and robust learning experience focused on the History, Philosophy, Biblical law, and Hermeneutics of the Jewish religion. Utilizing the classical methods of Rabbinic scholarship, combined with special emphasis on religious humanism, TRI strives to bring a new and innovative twist to Jewish learning that emphasizes evolving issues, both past and present. Humanistic ideals of morals, ethics, and tolerance, based on the writings of the Pentateuch, Talmud, the academies of the Geonim and Maimonides, are underlying themes that form the basis of the curriculum and are integrated into lesson plans, and course work, highlighting the continuity of these cherished characteristics throughout Jewish traditions and to the present day.
The goal of TRI is to provide college-level coursework focused on Judaic Studies to a wide and all-encompassing audience, regardless of religion, race or creed. Courses in Jewish Humanities, Thought and Philosophy, Talmudic, Jurisprudential, and Biblical Studies form the cornerstone of course work. Instructors highlight the theoretical and practical applications of the traditions and contemporary concepts in modern society through classroom and online lectures. This program ensures that the students of TRI will have extensive knowledge of these principles and their daily applications.
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 in the sidebar near the top right side of this page.
Source of Official Student Records
Titles of all evaluated learning experiences
Bible Studies - Theological Research Institute
Business Courses - Theological Research Institute
Education - Theological Research Institute
English - Theological Research Institute
History Courses - Theological Research Institute
Humanities - Theological Research Institute
Jewish Studies - Theological Research Institute
Mathematics - Theological Research Institute
Psychology and Sociology - Theological Research Institute
Science - Theological Research Institute
Talmud Courses - Theological Research Institute
Theological Research Institute - Inactive Courses
Course Categories
Descriptions and credit recommendations for all evaluated learning experiences
Bible Studies - Theological Research Institute
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to; analyze and discuss the Book of Genesis and the major themes within; describe the key lessons demonstrated by the leading characters of the narrative; offer deeper explanation of the text using input from a variety of classical and modern commentaries with a focus on Rabbi Shlomo Yitzchaki (Rashi); and develop and apply needed skills and techniques to illustrate an understanding of the Biblical text.
This is an in-depth study of the Book of Genesis alongside an application of classical and modern commentaries, with a focus on the commentary by Rabbi Shlomo Yitzchaki (Rashi). Students focus on topics that include but are not limited to the following themes; the creation narrative; the formation of the people of Israel via Abraham, Isaac, and Jacob; and the purpose of the Egyptian exile. Prerequisite: Students need a basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Biblical Studies, History, or as a general elective (7/18).
Self-study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: analyze and discuss the Book of Exodus and the major themes within; describe the key lessons demonstrated by the leading characters of the narrative; offer deeper explanation of the text using input from a variety of classical and modern commentaries with a focus on Rabbi Shlomo Yitzchaki (Rashi); and develop and apply needed skills and techniques to illustrate an understanding of the Biblical text.
This is an in-depth study of the Book of Exodus alongside an application of classical and modern commentaries, with a focus on the commentary by Rabbi Shlomo Yitzchaki (Rashi). Students focus on topics that include but are not limited to the following themes; the Egyptian exile; the rise of Moses; the 10 plagues and the Exodus; and the Sinai experience. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Biblical Studies, History, or as a general elective (7/18).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: analyze and discuss the Book of Leviticus and the major themes within; describe the key lessons demonstrated by the leading characters of the narrative; offer deeper explanation of the text using input from a variety of classical and modern commentaries with a focus on Rabbi Shlomo Yitzchaki (Rashi); and develop and apply needed skills and techniques to illustrate an understanding of the Biblical text.
This is an in-depth study of the Book of Leviticus alongside an application of classical and modern commentaries, with a focus on the commentary by Rabbi Shlomo Yitzchaki (Rashi). Students focus on topics that include but are not limited to the following themes: Temple ritual; the laws of purity; and the lineages of the priesthood. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Biblical Studies, History, or as a general elective (7/18).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: analyze and discuss the Book of Numbers and the major themes within; describe the key lessons demonstrated by the leading characters of the narrative; offer deeper explanation of the text using input from a variety of classical and modern commentaries with a focus on Rabbi Shlomo Yitzchaki (Rashi); and develop and apply needed skills and techniques to illustrate an understanding of the Biblical text.
This is an in-depth study of the Book of Numbers alongside an application of classical and modern commentaries, with a focus on the commentary by Rabbi Shlomo Yitzchaki (Rashi). Students focus on topics that include but not limited to the following themes; the Laws of Moses; the relationship between The Creator and the people of Israel; and the mechanisms of faithfulness. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Biblical Studies, History, or as a general elective (7/18).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: analyze and discuss the Book of Deuteronomy and the major themes within; describe the key lessons demonstrated by the leading characters of the narrative; offer deeper explanation of the text using input from a variety of classical and modern commentaries with a focus on Rabbi Shlomo Yitzchaki (Rashi); and develop and apply needed skills and techniques to illustrate an understanding of the Biblical text.
This is an in-depth study of the Book of Deuteronomy alongside an application of classical and modern commentaries, with a focus on the commentary by Rabbi Shlomo Yitzchaki (Rashi). Students focus on topics that include, but are not limited to the following themes: the covenant between the Torah and the people of Israel; the death of Moses; the appointing of Joshua; and the preparation to enter the land of Israel. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Biblical Studies, History, or as a general elective (7/18).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: extract the moral and legal implications of the readings; list the series of events leading up to the leadership of Joshua; detail the political and historical landscape of the pre-Davidic Israel; and analyze the conflict between the Davidic house and that of King Saul.
This is an in-depth study of the Books of Joshua, Judges, Samuel, and Kings. Students apply lessons taught by various sources from classical and modern commentaries. Focus is on topics that include but are not limited to the following themes; the settling of the land of Israel; the wars of the ancient Israelites; the formation of the Kingdom of Israel; and the rise and fall of the Dividic Empire. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Biblical Studies, History, or as a general elective (7/18).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: discuss the series of events that led up to the destruction of Israel; list specific warnings given to the Israelites by the Prophets of Israel; detail locations and time periods of different phases of forced exile; and analyze the series of events foretold that will befall the Israelites during their 'ingathering' process.
This is an in-depth study of the Books of Isaiah, Jeremiah, Ezekiel. Students apply lessons taught by various sources from classical and modern commentaries. Focus is on topics that include but are not limited to the following themes: the splitting of the Kingdom of Israel; the Assyrian exile; the Babylonian Exile; the Divine Chariot; and the Prophecies yet to be fulfilled. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Biblical Studies, History, or as a general elective (7/18).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: list the names and personalities of the '12' Prophets; detail the political and moral state of the Israelites throughout this period of time; apply morals and life lessons taught by the '12' Prophets; and analyze the religious landscape of the Israelites prior to and post the Babylonian exile.
This is an in-depth study of the Books of the '12 Prophets' with a focus on the Books of Ezra and Nehemia. Students apply lessons taught by various sources from classical and modern commentaries. Focus is on topics that include but are not limited to the following themes: the return of the Judeans to Israel from Babylon; the reestablishment of the courts of Israel; the genealogy records preserved in the exile; and the formation of how Judaism became a religion formed during the Judean exile. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Biblical Studies, History, or as a general elective (7/18).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: list the various themes and moods portrayed in the writings of King David; detail the political and moral state of the Israelites during the time of King David’s writings; apply moral and life lessons taught by the Book of Psalms; and detail internal struggles faced by King David throughout his reign.
This is an in-depth study of the Books of the Psalms, with a focus on the different expressions of personality and wisdom throughout the text. Students apply lessons taught by various sources from classical and modern commentaries. Focus is on topics that include but are not limited to the following themes: the struggles and achievements throughout the life of King David; hints of prophecies within the text; and the major moral foundations laid out by the text. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Biblical Studies, History, or as a general elective (7/18).
Self-study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: analyze and discuss the relationship between the world of plant medicine and that of the Biblical narrative; identify and discuss common themes among plant healing and the relevant Biblical text; examine and analyze multiple perspectives of modern day and ancient spirituality among secular and religious individuals; and compare and contrast current perspectives of the human psyche from internationally recognized experts in psychology and of Biblical literature.
This course discusses the major themes of the Torah from the Kabbalistic perspective and presents analyses and commentaries that add deeper meaning to the texts, including: relevant cultural and historical trends, major themes that guide the past, present, and future of the people of Israel, and prophecies that deal with future times. The course materials focus on the basic tenets of Jewish thought, adding deeper meaning to the stories by gaining insight to the world of plant medicine and spiritual states. Other topics include: the purpose of creation, the original sin, exile of the mind, the pursuit of humanity to return to higher level consciousness, and how these themes play out in religious and spiritual communities today.
In the upper division baccalaureate degree category, 3 semester hours in Biblical Studies, Jewish Studies, Psychology, or Philosophy (7/18).
Business Courses - Theological Research Institute
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of the learning experience, students will be able to: analyze the meaning and influences guiding the decisions and behaviors of culturally-driven phenomenon; question the power of individual influences on decision making and consumption; relate internal dynamics such as personality and motivation to the choice’s consumers make; relate group dynamics and the relative influence of various group members to the choices made by groups of people; evaluate the influence of culture and subculture on consumer consumption preferences; appraise the applicability of consumer behavior theories to interpreting why consumers behave as they do; assess the components and stages of the individual decision-making process; assess the components and stage of the group decision-making process; demonstrate a high proficiency of critical thinking through interpretation, evaluation, and presentation of marketing concepts (orally and in writing), current events or other data sets.
This course is an introduction to the world of consumer behavior. The discipline borrows from several social sciences including psychology, sociology, and anthropology to explain behavior in the marketplace. In this course, the student will explore how perceptions, learning, memory, personality, and attitudes influence consumption behavior, how consumption changes during one’s life cycle, and how powerful cultural and subcultural influences are on consumers.
In the upper division baccalaureate degree category, 3 semester hours in Management, Marketing, or Psychology (10/20).
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of the learning experience, students will be able to: provide an understanding of the scope and function of international marketing theory and practice; develop international market entry strategies; analyze international marketing data, in particular the use of secondary data in assessing the international marketing opportunities; identify and analyze opportunities within international marketing environments; utilize cases, readings and international business reports to evaluate corporate marketing; and identify problems and opportunities in an international environment.
This course examines the opportunities and challenges associated with marketing across borders. The impact on marketing of the cultural, economic, political, and technological environments in different countries will be assessed. The relationship between global marketing and global business strategy will be discussed. Ways of analyzing customers and competitors globally will be addressed. Strategies and tactics for developing each of the four "P's" internationally and globally will be examined, including developing 1) product, service, and branding policies, 2) advertising, promotion, and communications plans, 3) channels of distributions, and 4) pricing policies in the global context.
In the upper division baccalaureate degree category, 3 semester hours in Marketing, International Business, or Management (10/20).
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of this learning experience, students will be able to: identify the actors who have shaped the globalization in different historical periods; analyze multiple globalization ideologies; analyze variations in the global patterns and evaluate the various impacts on development; identify and evaluate some of the alternative ways of approaching development being pursued today; identify and describe the rationale for and critiques of development policies and programs that have been pursued, and evaluate their various impacts.
The aim of the course is to contribute to a critical understanding of the relationships among globalization, migration, and the welfare state. Each of these phenomena is complex and important in their own right. This course, however, will explore the significant ways in which these forces interact and affect each other. In addition to a general introduction to the major themes and their intersections, students will focus on approaches to immigration and immigrant integration as well as variation in the experiences of immigrants in relation to social policies and economic conditions.
In the lower division baccalaureate degree category, 3 semester hours in Economics, International Business, Management, Marketing, or Organizational Behavior (10/20).
Self-study, self-paced.
June 2021 - Present.
In this course, students will be able to define concepts related to national income; compare calculation methods of national income; relate factors to determine national income such as consumption, saving, and investment; interpret macroeconomic issues such as money, foreign exchange, inflation, unemployment, economic growth, and foreign trade; express the definition of money and the functions and types of money; explain the definition, causes, and effects of inflation; categorize unemployment by types; explain the types of and the process of the exchange rate; express economic growth and development concepts; and explain export, import, and foreign trade deficit concepts.
The course will cover the determination of income, employment, the price level, interest rates, and exchange rates in the economy. The economy will be analyzed in the short run (e.g., business cycle and stabilization policy) and in the long run (e.g., economic growth). The insights of Keynesian and classical theories will be integrated into the course. During the course, a variety of simple models will be presented. As macroeconomics is an empirical discipline, the course will cover case studies and statistical data interpretation. Special attention will be given to current European developments.
In the lower division baccalaureate degree category, 3 semester hours in Business Administration, Economics, Marketing, Finance, Healthcare Administration, or as a general elective (5/21).
Self study, self-paced.
October 2018 - Present.
Upon successful completion of the learning experience, students will be able to: apply economic reasoning to business decisions, understand the fundamentals of individual and firm behavior, estimate simple equations using regression and apply them in an economic context, use optimization to determine equilibria under a variety of market structures, apply game theory to economic decision making, understand advanced pricing strategies under market power, describe economic underpinnings of managerial decisions, and apply economics concepts to an individual problem.
Managerial Economics utilizes microeconomic theory and econometric techniques to analyze business decision making. Major topics include demand analysis and estimation, forecasting, cost analysis and estimation, market structures, pricing strategies, and game theory. The course combines mathematical skills with applications and examples from economics and business. A basic understanding of differential calculus is essential.
In the lower division baccalaureate degree category, 3 semester hours in Accounting, Business, Economics, Finance, Management, Organizational Behavior, Human Resource Management or as a general elective (10/20).
Self-study, self-paced.
June 2021- Present.
Upon successful completion of the course, students will be expected to fully grasp the subjects at hand and learn how to implement their studies into everyday personal and professional living; explain the role of scarcity, specialization, opportunity cost, and cost/benefit analysis in economic decision-making; identify the determinants of supply and demand; demonstrate the impact of shifts in both market supply and demand curves on equilibrium price and output; summarize the law of diminishing marginal utility; describe the process of utility maximization; calculate supply and demand elasticities; identify the determinants of price elasticity of demand and supply, and demonstrate the relationship between elasticity and total revenue; describe the production function and the Law of Diminishing Marginal Productivity; calculate and graph short-run and long-run costs of production; identify the four market structures by characteristics; calculate and graph the profit maximizing price and quantity in the output markets by use of marginal analysis; and determine the profit maximizing price and quantity of resources in factor markets under perfect and imperfect competition by the use of marginal analysis.
Microeconomics I is the first subject of the training cycle in Economic Theory. Its importance and complexity arise from the fact it is the first time the student becomes familiar with current economic models. During the course, the student will learn to formalize economic phenomena and gain an understanding of their workings. The course covers the basic economic models of consumer theory, production theory, and partial equilibrium.
In the lower division baccalaureate degree category, 3 semester hours in Business Administration, Marketing, Finance, Healthcare Administration, or as a general elective (5/21).
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of this learning experience, students will be able to: analyze the concepts of analyzing multivariate data; outline matrix competency with general aspects of handling multivariate data; identify a range of multivariate techniques available; establish a link between multivariate techniques and corresponding univariate techniques; use multivariate techniques appropriately; and undertake multivariate hypothesis tests and draw appropriate conclusions.
Multivariate Statistical techniques are important tools of analysis in all fields of management: Finance, Production, Accounting, Marketing, and Personnel Management. In addition, they play key roles in the fundamental disciplines of the social science: Economics, Psychology, Sociology, etc. This course is designed to provide students with a working knowledge of the basic concepts underlying the most important multivariate techniques with an overview of actual applications in various fields, and with experience in actually using such techniques on a problem of their own choosing. The course will address underlying mathematics and problems of applications. Prerequisite knowledge and competence in statistics and mathematics is needed.
In the lower division baccalaureate degree category, 3 semester hours in Accounting, Business, Computer Information Systems, Computer Science, Data Science, Economics, Finance, Statistics, or Marketing (10/20 revalidation).
Education - Theological Research Institute
90 hours.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to articulate the creative process; describe the role of play in a child’s growth and development and developmental sequences for creative arts; analyze the role of the teacher in enhancing creativity; describe concepts taught using the creative arts and components of creative environments; and plan, implement, and assess child-centered activities for music, movement, visual arts, and dramatic play.
This is an advanced course that uses creative arts and play as central approaches to teaching and learning. The aim of this course is to explore an integrated approach to what a creative-focused curriculum looks like and how it functions.
In the lower division baccalaureate/associate degree category, up to 6 semester hours in Education, Early Childhood Education, Special Education, or Art Education (8/21).
90 hours.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to: identify significant factors that have influenced curriculum development in early childhood education; examine curriculum models that have been used in early childhood programs; critique early childhood curriculum models and curricula in light of issues of culture, philosophy, content, and implementation; generate an early childhood curriculum framework that reflects best practices to promote the growth and development of all children; describe distinguishing features of major early childhood curricula models and programs; demonstrate leadership ability as a professional educator for analyzing curriculum materials and models with particular attention to assessment, content, and alignment to state and national standards; synthesize knowledge of evaluation research involving the comparisons of curriculum models; and examine the relationship among theory, research, and practice regarding major curriculum models.
This course explores various models and underlying theories utilized in designing early childhood curriculum. Additionally, factors that influence curriculum development in early childhood education will be examined. Moreover, certain factors that have influenced the development of a variety of curriculum models that have shaped the present curriculum in early childhood education will be explored.
In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education, or Pre-K to 6 Education (8/21).
90 hours.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to describe the philosophical, historical, and social foundations of education; articulate the governance structure of education and the responsibilities of schools in a 21st century, diverse society; implement the process of instruction and learning; explain the roles of teachers and parents in education; and describe field observations as they relate to course content.
This course provides an overview of the social, philosophical, and historical foundations for education and the implications for its role in today’s society. It also examines the profession of teaching, the diverse population with whom teachers work, and the impact of curriculum, technology, and school organization on the classroom and profession. Fieldwork is intended to provide opportunities for students to learn through observation, data collection, research, assessment, and evaluation, as well as written and oral communication.
In the lower division baccalaureate/associate degree category, 6 semester hours in Education, Early Childhood Education, Special Education, Educational Leadership, Middle Education, or Secondary Education (8/21).
90 hours.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to: coordinate space, time, and materials to plan developmentally-appropriate experiences that encourage children’s play, exploration, and learning; articulate an understanding of the principles of child growth and development to serve as a foundation for working effectively with young children; design and implement a safe environment for young children and promote the development of safe practices; create a healthy environment and promote the development of good health habits; apply policies and practices needed to meet the nutritional needs of young children; design and implement strategies and techniques for providing a supportive environment in which children can develop self-control and interact positively with others; describe strategies for establishing and maintaining positive and productive relationships with families; identify the existence of possible special needs and make program adaptations to provide an appropriate program for all children; advocate for quality care in early childhood programs and take advantage of opportunities to improve competence, both for personal and professional growth and for the benefit of families and children; recognize ways to utilize community resources to assist children with diverse abilities, their families, and early care and education professionals; and interact with children with an awareness of the importance of respecting diversity in programs for young children.
To introduce the student to the field of early childhood education, including characteristics and needs of children in a variety of early care and education settings, the role of the professional, and requirements for employment in the field.
In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education, or Pre-K to 6 Education (8/21).
90 hours.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to define literacy and describe emerging literacy in early childhood education; articulate an understanding of language development in young children; identify factors that influence language development; describe adult behaviors that promote the language development of young children; implement developmentally appropriate and culturally diverse activities that promote language and literacy acquisition for English and non-English speaking children; identify various forms of children’s literature; describe the interconnectedness of listening, speaking, reading, and writing; articulate how to plan and implement a curriculum that promotes listening, speaking, reading, and writing interest and abilities; identify phoneme, phonological awareness, and alphabetic principle activities; and articulate an understanding of ways schools and families can work together to strengthen children’s literacy development.
This course provides an introduction to language and literacy development in the young child. Students will explore the early childhood language arts curriculum, including speaking, listening, writing, and reading skills. The teacher’s role and methods of creating a literacy-rich environment that engages children in creative, developmentally appropriate language arts experiences will be examined. Students will create plans and materials for use with children.
In the lower division baccalaureate/associate degree category, 6 semester hours in Education, Early Childhood Education, Special Education, or Educational Leadership (8/21).
English - Theological Research Institute
Self-study, self-paced.
June 2021 - Present.
Upon successful completion of the course, students will be able to use critical reading and informed writing to generate ideas, and edit and revise effectively, while recognizing the two as distinct activities; develop strategies for generating critical distance when rereading; develop a reasonable and informed system of criteria for judging texts; demonstrate the ability to produce coherent texts within common college-level forms; demonstrate the ability to revise and improve such texts; and demonstrate the ability to research a topic, develop an argument, and organize supporting details.
English Composition I is a class in which students develop critical thinking abilities by reading and writing, increase their rhetorical strategies, and practice writing processes. In this course, students will get the chance to do formal and informal writing, respond to various readings, be involved in group workshops, and revise formal writing with the help of peer response. The instructor will endeavor to make this virtual classroom a safe space that respects and values honesty and diversity and a place where students can share their ideas without fear of reprisal. Having a safe and civil atmosphere for learning will depend on all participants. In addressing classmates, or the instructor, students may argue vigorously, indeed passionately, but must maintain the same respect for others as they wish them to maintain toward them.
In the lower division baccalaureate/associate degree category, 3 semester hours in English (5/21).
Self-study, self-paced.
June 2021 - Present.
Upon successful completion of the course, students will be able to use critical reading and informed writing to generate ideas, and edit and revise effectively, while recognizing the two as distinct activities; develop strategies for generating critical distance when rereading; develop a reasonable and informed system of criteria for judging texts; demonstrate the ability to produce coherent texts within common college-level forms; demonstrate the ability to revise and improve such texts; and demonstrate the ability to research a topic, develop an argument, and organize supporting details.
English Composition II is a class in which students develop critical thinking abilities by reading and writing, increase their rhetorical strategies, and practice writing processes. In this course, students will get the chance to do formal and informal writing, respond to various readings, be involved in group workshops, and revise formal writing with the help of peer response. The instructor will endeavor to make this virtual classroom a safe space that respects and values honesty and diversity and a place where students can share their ideas without fear of reprisal. Having a safe and civil atmosphere for learning will depend on all participants. In addressing classmates, or the instructor, students may argue vigorously, indeed passionately, but must maintain the same respect for others as they wish them to maintain toward them.
In the lower division baccalaureate/associate degree category, 3 semester hours in English (5/21).
History Courses - Theological Research Institute
Self-study, self-paced.
August 31, 2021 - Present.
Upon successful completion of the course, students will be able to: understand the basic concepts of democratic thought; analyze the formation, concepts, and components of the United States Constitution; investigate the idea of federalism and explain the role of states and the national government in America’s political environment; explore America’s political culture and examine the traits and beliefs of the American voter; identify America’s major political parties, the core beliefs, and the impact special interest groups can have on their actions; understand the electoral process in the United States; analyze the organization and purpose of the Legislative, Executive, and Judicial branches of government; understand the role and structure of the federal bureaucracy; investigate the modern media and its impact on public opinion; and examine the concepts of civil rights and civil liberties and their impact on American society.
This course is designed to be an introduction to American government, its historical foundations, institutions, and political processes. The purpose of this class is to teach about the institutions, practices, and history of politics and government in the United States. This course covers a great deal of ground, including the Constitution, the three branches of the federal government, interest groups, public opinion, campaigns, elections, and parties. For each subject, leading perspectives in political science are examined, and current events and personal experiences are incorporated.
In the upper division baccalaureate degree category, 3 semester hours in Political Science, United States Government, or Legal Studies (8/21).
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of the learning experience, students will be able to: identify, explain, and give examples of significant developments in American history over a defined span of time, roughly the 1860s to present; examine and analyze historical developments through knowledge of institutional, social, cultural, and political evolution, and change over a defined span of time, roughly the 1860s to present; and interpret and evaluate historical evidence.
Topics include the history of the United States from the post-Civil War era (roughly the 1860s) to the present day. The course will introduce major social, political, economic, and cultural events and it will address how those events affected the development of American society. Particular attention will be devoted to the role of popular cultural and to the emergence of the United States as a world power.
In the lower division baccalaureate degree category /associate degree category, 3 semester hours in History, U.S. History or as a general elective (10/20).
Humanities - Theological Research Institute
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of the learning experience, students will be able to: analyze various aspects of U.S. culture--e.g., films, music, advertisements, fashion, sports and the internet; articulate how various aspects of culture convey particular beliefs and attitudes about views on individuality, family, education, race, gender, sexuality, class, nationality, age, religion and ability; compare and contrast these beliefs and attitudes, as represented in various cultural texts, and their impact on individuals and society; articulate how cultural influences impact the lives of individuals throughout society; and apply strategies to mitigate cultural influences that shape thought and behavior.
The learning experience provides a general introduction to Cultural Studies, emphasizing the historical, theoretical foundations, and disciplinary boundaries in the field in American iterations.
In the lower division baccalaureate degree category /associate degree category, 3 semester hours in Cultural Studies, or as a general elective (10/20).
Jewish Studies - Theological Research Institute
- Formerly Ancient Jewish Ideas in the Modern Era
45 hours (10 weeks).
December 2011 - Present.
Upon successful completion of the course, students will be able to: discuss the concepts and application of traditional Jewish teachings and mystical practices within the context of modern society; learn the general structure and order of the Torah belief system and how this defines the essential character of the "Jewish perspective”; analyze and assess what happens when the Jewish perspective is at odds with modern opinions and bias; evaluate a wide range of topics, including: the cyclical nature of time; core concepts in Jewish philosophy; ritual practice as related to prayer and the festivals; stringencies in dietary law and animal slaughter, sexual limitations, and freedoms; an explanation of the Torah's written and oral transmissions; and define the concept of "Chosen People," and anti-Semitism.
This course is delivered in a distance learning format with a proctored proficiency exam. It includes a study of faith versus knowledge, Monotheism, the Jewish calendar as a tool for growth, the Jewish view of love, relationships, and prayer, Kosher Laws, Understanding the Shabbat, and History of Oral Law.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Jewish Philosophy (6/15) (10/20 revalidation).
Self-study; self-paced.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to respond accurately to questions about the key ideas taught in Pirkei Avos; identify primary sources for ethical principles taught in Pirkei Avos; demonstrate familiarity with teachings within Pirkei Avos as explained by commentaries; describe how the ethical teaching of Pirkei Avos is relevant to everyday situations and challenges; compare and contrast different approaches to personal conduct taught by varied sages; and articulate key concepts of how to approach one’s relationship to G-d, his fellow man, and himself based on the lessons of Pirkei Avos.
Ethics of the Fathers is a study of the ethical teachings of the Tannaic sages from the beginning of the Oral Transmission of the Torah that began with the Members of the Great Assembly and Rabbi Shimon the Righteous. This tractate, Pirkei Avos, literally the Chapters of our Fathers, will be studied along with essential commentaries and teachings such as Rabbi Ovadia Bartnura, Rabbeinu Yonah, and others, in addition to the classic commentary by Rabbi Irving Bunim, Ethics from Sinai.
In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies, Talmudic Studies, Philosophy, Sociology, Religious Studies, or Ethics (8/21).
Self-study, self-paced.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to: answer questions about the significant life events and impact of the seven prophetesses; describe the challenges that each of these women faced and how they met these challenges; understand the historical context within which these women lived and how this was significant in the roles they played; analyze lessons from the lives of these extraordinary women and apply them to the challenges of Jewish women living in a modern world; and articulate how these prophetesses navigated their relationships with the significant men in their lives.
The course focuses on seven extraordinary female leaders in the Torah known as the seven Prophetesses - Sara, Miriam, Devorah, Chanah, Avigail, Chuldah, and Ester. Students will study the Torah sections that relate to each of these women, together with select commentaries.
In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies, Philosophy, Sociology, Literature, Religious Studies, Bible Studies, Hebrew Language, or Women’s Studies (8/21).
124.5 hours (12 weeks).
June 2015 - Present.
Upon successful completion of this course, students will be able to: demonstrate a mastery of the Hebrew alphabet, and basic pronunciations of letters and words; gain a deeper insight into the structure of the Hebrew letters and how they relate to mathematics, science, and philosophy; and clearly articulate how the Hebrew words are essentially defined based on the nature of the letters they are composed of.
This course is delivered in a distance learning format with a proctored proficiency exam. It includes a study of the Hebrew Alphabet and Language including speech and pronounciations and the meaning behind the letters. Methods of instruction include: required readings, essays, quizzes, required interaction with the course instructor, and final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Hebrew Language or Jewish Thought (6/15) (10/20 revalidation).
45 hours.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to know and understand the foundations of Hebrew grammar; be familiar with the Hebrew verb system, including the present, past, and future tenses and infinitives of all active verbs and some passive forms; know and understand the wide Hebrew vocabulary; know and understand the appropriateness of many Hebrew structures and expressions in a given context; understand short, unedited passages in written Hebrew on everyday topics, as well as general themes; be able to produce short passages in written Hebrew on everyday topics, to express an opinion and formulate an argument; be able to understand spoken Hebrew and to engage in short spoken discourse on a variety of topics; and know and understand the role of language in general, and Hebrew in particular, in language-based scholarship and research, a specific learning outcome for students.
This course provides students with an intermediate knowledge of Hebrew and practice of using Hebrew in a variety of everyday situations. It allows students to interact with Hebrew speakers in Hebrew and to use original Hebrew language sources within the level covered in the course. This provides students with a basis to approach research topics relating to modern Hebrew language, and its revival.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Religious Studies, Hebrew Language and Literature, Semitic Languages, Language, or Hebrew (8/21).
Self-study, self paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: analyze and discuss the elements of the significant scriptural and secondary sources concerning Jewish History; explore the historical and sociological elements of relevant historical events leading up to the medieval ages; examine and analyze the text using a variety of classical commentaries and pertinent academic studies done by experts; and develop and apply historical research skills and techniques
This course provides a comprehensive review of the Jewish existence from Biblical times, through the Second Temple period and the Middle Ages and covers major historical events and turning points, exposing students to primary sources including archeological artifacts, ancient texts, relevant architecture and art, as well as the leading research in the topics discussed, both classic and contemporary. Historical events are reviewed through the prism of three themes unique to the Jewish people during this period: the Biblical Revolution, the Exile and connection to the land, and the Jewish solidarity among dispersed communities.
In the upper division baccalaureate degree category, 3 semester hours in Jewish History or Judaic Studies or Religion (7/18).
Self-study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: analyze and discuss the elements of major historical works covering modern Jewish History; examine the various locations of the Jewish exile and how they affected elements of historical events leading up to the modern times; examine and analyze the impact the Jewish people had on historical records of modern Kingdoms and Empires and on modern academic works; and develop and apply historical research skills and techniques.
This course is a comprehensive review of the Jewish existence from the Middle Ages to modern times and covers major historical events and turning points. The course exposes students to primary sources including a variety of Jewish texts and literature, architecture and art, as well as the leading research in the topics discussed, both classic and contemporary. Major historical events, including the Jewish Question, the Holocaust, and the Zionist movement are reviewed with a focus on their global impact.
In the upper division baccalaureate degree category, 3 semester hours in Jewish History or Judaic Studies or Religion (7/18).
70 hours.
December 2019 – Present.
Upon successful completion of the course, students will be able to: discern between the apodictic Amoraic material and the anonymous discursive stratum; evaluate and analyze the various models of the formation of the Talmud and their impact upon the understanding of the text; evaluate the nature of the forced explanations prevalent throughout the Talmud and specifically in the discursive stratum; apply form criticism to determine the setting in life of the early Talmudic transmission and teaching; and evaluate the various modes of oral transmission and their impact upon our written version of the Talmud.
This course explores the various theories about formation of the Talmud, from the traditional view of Y. I. Halevy in his Dorot Harishonim to the diametrically opposed contemporary models of D. W. Halivni and Shamma Friedman. Students analyze their theories and evaluate their literary evidence as well as apply their models to the critical reading of the Talmudic text. Students also explore an alternative model which combines these diverse theories considering the oral matrix of the Talmud during its early phase and the diverse modes of oral transmission. All texts will be read in translation. No previous knowledge of Talmud is necessary.
In the upper division baccalaureate degree category, 3 semester hours in Talmud, Jewish Literature, Judaic Studies, Jewish History, Near Eastern Studies, Philosophy, Hebrew Literature or Religion (12/19).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: analyze and discuss the multiple facets of U.S. - Israel relations from a historical and modern viewpoint; identify, discuss, and apply different Jewish concepts acquired in this course to contemporary lives; examine and analyze multiple perspectives of geopolitical scenarios; and compare and contrast current geopolitical perspectives of internationally respected experts with an understanding of modern-day geopolitical issues.
This course discusses the nature of Israel’s diverse population and presents analyses and commentaries on Israeli foreign policy, foreign policy-making in a multi-party (proportional representation) parliamentary system, the major actors in the foreign policy process, and Israel’s international relations vis a vis her security dilemma. The course focuses on the basic tenets of the Israeli political system as well as Israeli foreign and defense strategy, threats and opportunities facing Israel today, the structures and processes of Israeli decision making, including their strengths and weaknesses, and the role of the peace process in Israel’s political and national security strategic thinking. Topics include the U.S.-Israel relationship, unfolding Israeli relations with China and Russia, and Israel’s evolving future as a regional and global power and its place among the nations.
In the upper division baccalaureate degree category, 3 semester hours in Jewish History, Judaic Studies, or Religion (7/18).
120 hours (10 weeks).
June 2015 - Present.
Upon successful completion of the course, students will be able to review the writings of Jewish codifiers throughout the ages (Maimonidies, Tur, Shulchan Aruch, Mishna Brura) to build their knowledge of pertinent Jewish laws and apply research skills to develop a thorough understanding of many day-to-day laws and traditions.
This course is delivered in a distance learning format with a proctored proficiency exam. It includes a study of Jewish Laws (Halacha) of some of the following topics: Mezuzah, Charity, Tefillin, Blessings, Sukkot, Signs of Kosher animals, Wayfarer's prayer, and immersing new utensils.
In the associate degree/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Jewish Law, Near Eastern Studies, Talmudic Law, or Religion (6/15) (10/20 revalidation).
120 hours (10 weeks).
June 2015 - Present.
Upon successful completion of the course, students will be able to: analyze Jewish sources about leadership and character development and discuss traits such as responsibility, resilience, humility, genuineness, commitment to personal growth, positivity, and methods for overcoming anger and jealousy. The course places a strong focus on applying this knowledge to actual life situations.
The course is taught through a variety of instructional sources: reading classic and contemporary texts, watching online videos, and writing essays. A strong emphasis is placed on applying the material to students' lives.
In the associate degree/certificate category, 3 semester hours in Jewish Law, Jewish Thought, Near Eastern Studies, or Religion (6/15) (10/20 revalidation).
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of this learning experience, students will be able to: define the basis of making medical decisions based on ethical principles and Jewish law; compare and contrast differing views on how to navigate the application of Jewish law in the context of medical ethics and practice; analyze common modern health challenges through the lens of medical ethics and Jewish practice; identify and discuss ethical concepts and theories and apply those theories and concepts apply to medical issues; reconstruct and critically evaluate arguments; and think critically about how principles of Jewish law and ethics inform our interactions with technological advances in medical science.
This course has two main goals. The first is to become familiar with many of the practical challenges of medicine for a person dedicated to Halakhah or Jewish law. Medicine presents a variety of halakhic questions and difficulties that will be explored. The course is targeted to all students interested in the topic, not necessarily those considering a medical profession. Many of the issues will relate to medical professionals and many will relate to the roles of patients and their families. Topics include examination of medical decisions such as genetic testing, pregnancy and childbirth to end of life issues, and will familiarize students with a working knowledge of the medical and halachic issues they may encounter during a normal lifecycle.
In the upper division baccalaureate degree category, 3 semester hours in Jewish Studies, Jewish Thought, Religion, Medical Ethics, or Jewish Law (10/20).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: list the 39 forbidden activities tied to Shabbat; detail the sources and explanation for each of the forbidden activities; apply moral and life lessons taught by the laws of Shabbat; and detail the responsibility of the generation to safeguard the Shabbat and how that played out throughout the exile.
This is an in-depth study of the Shulchan Aruch, with a focus on the source of each of the laws of Shabbat, and their modern-day application. Students apply lessons taught by various sources from classical and modern commentaries. Focus is on topics that include but are not limited to the following themes: the 39 forbidden activities on Shabbat; the nature of joy on Shabbat; Shabbat in Temple times and throughout the exile; and the concepts of the seven-year cycle leading up to the Sabbatical year. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Jewish History or Judaic Studies or Religion (7/18).
Various; distance learning format.
July 2018 - Present.
Upon successful completion of the course, students will be able to: list the sources from the Torah for the dietary laws of the Israelites; detail the signs and categories different animals fall into; apply lessons from the course to understanding and living a Kosher lifestyle in the modern world; and detail different customs and traditions found throughout different schools of thought amongst various schools of Torah law.
This is an in-depth study of the Books of the Shulchan Aruch, with a focus on the laws of mixing meat and milk. Students apply lessons taught by various sources from classical and modern commentaries. Focus is on topics that include but are not limited to the following themes: proper preparation of an animal, different parts of an animal; disease and quality control amongst animals; wine, milk and bread derived from non-Torah observant individuals; and detailed rectifications for the mixing of kosher and non-kosher food items and utensils. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Jewish History or Judaic Studies or Religion (7/18).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: list the three main Festivals listed in the Torah; compare and contrast the nature of how these Festivals were celebrated during Temple times and throughout the exile; describe the unique relationship between an agricultural civilization and the Festivals; and detail all the specific laws and their sources that apply to each of the Festivals.
This is an in-depth study of the Shulchan Aruch, with a focus on the unique commandments for each of the Festivals. Students apply lessons taught by various sources from classical and modern commentaries. Focus is on topics that include but are not limited to the following themes: the Holidays of Sukkot, Passover, and Shavuot; the 'four species'; the Passover Seder; and the pilgrimage to the Temple. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Jewish History or Judaic Studies or Religion (7/18).
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: list the sources in the Torah where the laws of Blessings are derived from; detail the various food categories that exist and the appropriate blessings for each; apply the principles of blessings to everyday life; and analyze how to handle complex food scenarios and forgotten blessings.
This is an in-depth study of the Shulchan Aruch, with a focus on the different commentaries from both Sefardic and Ashkenazi communities. Students apply lessons taught by various sources including modern codifiers of law. Focus is on topics that include but are not limited to the following themes: sources of the blessings; the order of blessings; different categories of blessings; reciting blessings on behalf of others; and rectifying errors made when blessing. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Jewish History or Judaic Studies or Religion (7/18)
Self study, self-paced.
July 2018 - Present.
Upon successful completion of the course, students will be able to: list the various High Holidays of the Jewish people, as well as their sources in the Torah; compare and contrast the nature of these Holidays during the time of the Temple of Solomon and throughout the exile; and apply moral and life lessons taught by the Holidays; and detail customs and traditions unique to each Holiday.
This is an in-depth study of the Shulchan Aruch, with a focus on the High Holidays of The New Year and the Day of Atonement. Students apply lessons taught by various sources from classical and modern commentaries. Focus is on topics that include but are not limited to the following themes: sources of the laws of the High Holidays; the nature of the relationship between the Creator and the people of Israel during the High Holidays; and the specific customs and traditions for each holiday amongst both the Sefardic and Ashkenazi communities. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Jewish History or Judaic Studies or Religion (7/18).
Self study, self-paced
July 2018 - Present.
Upon successful completion of the course, students will be able to: list the various days of fast throughout the Jewish year; detail the reasons and sources for each fast; apply moral and life lessons taught by the historical events tied to each fast; and detail the laws and customs of each fast.
This is an in-depth study of the Shulchan Aruch, with a focus on the different fasts throughout the year. Students apply lessons taught by historical elements of each fast. Focus is on topics that include but are not limited to the following themes: names, periods, and lengths of each fast; the laws and traditions for each fast; the purpose of a fast in the eyes of The Creator; and the laws of exemptions and leniencies for each fast. Prerequisite: Basic understanding of the Hebrew Language.
In the upper division baccalaureate degree category, 3 semester hours in Jewish History or Judaic Studies or Religion (7/18).
177 hours (10 weeks).
June 2015 - Present.
Upon successful completion of the course, students will be able to: discuss the multiple facets of leadership and what it means to be a leader; identify and discuss their own patterns of behavior and whether it is an asset or hindrance to leadership; and apply and evaluate leadership skills with projects that they must implement in their communities
The course takes place over a two-week trip to Israel, followed by a year-long implementation project based on skills and knowledge gained during the two-week immersion learning experience. Methods of instruction include: lectures, experiential learning through historical visits and readings, student projects, and required reading and writing assignments.
In the lower division baccalaureate/associate degree OR in the upper division baccalaureate degree category, 3 semester hours in Jewish Thought or Religion (6/15) (10/20 revalidation).
130 hours (10 weeks).
June 2015 - Present.
Upon successful completion of the course, students will be able to: discuss core concepts of Jewish philosophy and analyze and discuss modern day situations from the perspective of Jewish ethics. Students are introduced to the concepts of Tikkun Olam and personal character development, and the practical applications of these missions to their personal lives and community involvement. As part of this course, students will learn from Torah experts and personalities from the business and professional world, who demonstrate from experience how to bridge Judaism’s ancient wisdom with modern life. Additionally, students are matched with optional internship opportunities in North America and Israel.
The course covers an introduction to the study of Biblical, Rabbinic, and modern Jewish teachings, with focus on inspiring and giving; students the necessary tools to continue with self-study of Judaism. Major subjects include: monotheism, free will, the purpose of life, and the Jewish values that relate to the relationships between man and his fellow, man and God, and man and himself. Core texts include the Torah, Talmud, Mishnah “Pirkei Avot” (Major work on Jewish Ethics), and various works and teachings of Rabbinic scholars circa 2000 years ago until the present day. Students conduct a close reading of the text, applying research skills to analyze and uncover the meaning and message of the narrative.
In the associate degree/certificate category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Jewish Philosophy, Jewish Thought, Near Eastern Studies, or Religion (6/15) (10/20 revalidation).
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of the learning experience, students will be able to: identify the foundational ideas of the Torah as they relate to understanding the purpose of the world and how an individual can relate to that purpose on a daily basis; analyze original texts of the great Jewish philosophers 16th Century Europe; demonstrate how these philosophers of the 16th Century directly influenced the works of the originators of the Hasidic Movement of the 18th Century: and describe the differences between the teachings of the Hasidic Movement and other branches of Jewish thought.
This course is a study of Biblical, Rabbinic, and modern Jewish Teachings with a focus on the purpose of the individual in relation to the purpose of the creation of the world. Major subjects include the centrality of the intellect, the nature of humility and the correlation to the purpose of life; while developing a necessity and development of one’s individuality. Core texts include commentary of Maharal from Prague, Ramchal, and the Meor Einayim. Students will conduct a close reading of the text applying research skills to uncover the meaning and understand the message of the narrative.
In the upper division baccalaureate degree category, 3 semester hours in Jewish Philosophy, Jewish Thought, Jewish Mysticism, Near Eastern Studies, Sociology, Biblical Studies, or Religion (12/19).
- Formerly Introduction to Social Entrepreneurship 201
117.5 hours (10 weeks).
June 2015 - Present.
Upon successful completion of the course, students will be able to: improve their knowledge of Judaism, Jewish philosophy and social justice; employ these concepts in an effort to apply it to the development and design their own social entrepreneurship; and collaborate with peers and professionals sharing their entrepreneurial spirit and desire to better the world.
This course is delivered in a distance learning format with a proctored proficiency exam. It includes a study of Judaism, Jewish Philosophy and social justice and social entrepreneurship. Students interpret and compare various case studies and lectures and have the opportunity to examine and discuss real life scenarios and formulate their own direction.
In the lower division baccalaureate/associate degree OR in the upper division baccalaureate degree category, 3 semester hours in Applied Economics, Management, Jewish Thought or Business/Entrepreneurship (6/15) (10/20 revalidation).
130 hours (10 weeks).
June 2011 - Present.
Upon successful completion of the course, students will be able to:analyze and discuss the multiple facets of Judaism, Jewish philosophy and social justice; identify and;discuss different Jewish concepts acquired in this course and apply it to the development and design their own social entrepreneurship enterprise; and collaborate with peers and professionals developing an entrepreneurial spirit and desire to better the world.
This course takes place in a classroom setting in Israel. Studies focus on a hybrid of lecture series and experiential learning that include texts spanning previous generations of Jewish literature, video documentaries, and guest lectures. Trips create hands-on learning experiences that help instill classroom lessons into lifetime memories.
In the associate degree/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Jewish Studies, Near Eastern Studies, Religion, or Jewish Thought (6/15) (10/20 revalidation).
Mathematics - Theological Research Institute
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of the learning experience, students will be able to: Analyze, represent, and solve elementary problems in logic, set theory, and probability; recognize and apply the characteristics of a mathematical structure; develop the ability to analyze, interpret, and apply quantitative information; accurately translate and solve descriptive problems into mathematical formulas; apply new knowledge to draw conclusions, solve problems, explain, decide, and predict.
The course is designed to help students make the transition from calculus courses to the more theoretical junior-senior level mathematics courses. The goal of this course is to help students learn the language of rigorous mathematics, as structured by definitions, axioms, and theorems. Students will be trained to read, understand, devise and communicate proofs of mathematical statements. A number of proof techniques (contrapositive, contradiction, and induction) will be emphasized.
In the lower division baccalaureate/associate degree category, 3 semester hours in Math or as a general elective (10/20).
Self-study, self-paced.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to: analyze functions and non-functions and their graphs; sketch the graphs of circles and functions, including constant, linear, piecewise-defined, absolute value, square root, polynomial, rational, exponential and logarithmic; solve equations, including polynomial, absolute value, radical, rational, exponential and logarithmic equations; solve systems of equations and systems of linear inequalities; solve inequalities, including absolute value, polynomial and rational inequalities; and create mathematical models to solve application problems and make predictions.
This self-study course is designed to provide students with the basic principles of algebra for further study of college math, including mathematical expressions such as polynomials, exponentials, and logarithms and their manipulations. Other topics include functions, and graphs.
In the lower division baccalaureate/associate degree category, 3 semester hours in Mathematics, or College Algebra (8/21).
Psychology and Sociology - Theological Research Institute
90 hours.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to define and discuss the concept of career development from several theoretical perspectives; articulate how career counseling can enhance career development; be able to work with small groups of students for the purpose of career development; support the role of the school counselor in assisting individuals achieve some understanding of how career development can enrich a person’s life; advocate for the role of the school in helping students receive career counseling and career information; understand changes in society and stress the importance of a comprehensive career development plan; discuss and justify the need for career education in our nation’s schools and curriculum advising students on careers from grades K-12; describe challenges minority students may face in trying to secure a career path and recommend several strategies for successfully meeting these challenges; and discuss the role of technologies, personality factors, values, and attitudes that may influence career development and assessment.
The course covers theories of vocational development, career education, career development, and the significance of the world of work in the life of individuals. Strategies relating to career exploration, career-related assessment, application of career development materials, technical and college career tracks of curriculum development, and the exploration of gender and cultural/ethnicity issues that may affect the career development process are emphasized.
In the upper division baccalaureate degree category, 3 semester hours in Education, Educational Psychology, Adult Education, Continuing Education, or Educational Planning (8/21).
90 hours.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to articulate the nature and development of family therapy theory; evaluate the benefits and limitations of psychotherapeutic theory as it applies to producing change in human systems; describe the interaction of class, race, gender, and cultural experience on theory development and intervention procedures; articulate a broad understanding of family assessment, including interview, genogram, and formal tools of evaluation; demonstrate an understanding of the basic processes of counseling from intake to termination of therapy; write an intake assessment and plan a course of treatment for a family; apply systemic categories to conceptualize family organization, family subsystems, and transgenerational processes in a therapeutic context; and demonstrate an understanding of narrative and brief solution-focused therapy in class discussions and case demonstrations.
This course provides theoretical and practical foundations for the practice of family therapy. In this course, students will explore the nature and development of family therapy, its impact on understanding human motivation and relationship systems, and explore its application in clinical practice. This will include a focus on family organization, family subsystems, and transgenerational processes as they apply to assessment, case conceptualization, treatment, and practice of family therapy.
In the upper division baccalaureate degree category, 3 semester hours in Psychology, Counseling, Human Services, Family Therapy, or Social Work (8/21).
Self-study, self-paced.
August 31, 2021 – Present.
Upon successful completion of the learning experience, students will be able to: demonstrate understanding of the terminology used in psychology; identify research models and relate the findings of research to life situations; demonstrate understanding of the different theoretical approaches to psychology and be able to articulate the different assumptions behind them; apply psychology practically to problems confronting individuals in society; use psychological techniques to explain various aspects of human cognition and behavior; and demonstrate understanding of the workings of their own consciousness, behavior, and interpersonal relationships.
This course will introduce the fundamental principles of psychology and major subjects of psychological inquiry. It has been designed to not only provide the tools necessary for the study of psychology, but to present a sampling of the major areas of psychology research. The course begins with a short overview of how psychology developed as an academic discipline and an introduction to a number of the principal methodologies most commonly deployed in its study.
In the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Psychology (8/21).
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of this learning experience, students will be able to: define and articulate key concepts, findings, and controversies in the emerging field of positive psychology; discuss research methods (including measures, interventions, and research paradigms) used in positive psychology research; evaluate evidence for the validity, both internal and external, of empirical claims in contemporary positive psychology research; and articulate from first-hand experience with positive psychology activities a perspective on how positive psychology is (or is not) relevant in life.
Positive psychology encompasses the study of positive experiences, positive character strengths, positive relationships, and the institutions and practices that facilitate their development. Positive experiences include the mental states of flow and mindfulness and emotions about the present (e.g., pleasure, contentment, laughter), past (e.g., nostalgia, satisfaction, pride), and future (e.g., hope and optimism). This course also reviews the history of positive psychology and the contributions that this new field has made to several traditional research areas in psychology. Consideration will be given to conflicting viewpoints and their respective empirical support, including the benefits of balancing positive with negative emotions, the measurement and development of happiness, and the implications of deliberately attempting to increase it.
In the lower division baccalaureate degree category, 3 semester hours in Introduction to Positive Psychology, or Psychology (10/20).
90 hours.
August 31, 2021 - Present.
Upon successful completion of the learning experience, students will be able to describe the salient features of mentoring relationships; demonstrate an understanding of a range of mentoring practices that correspond to adult learning theories, including problems, or behavioral specific needs of the mentee; identify variances in mentoring behaviors that may be recommended in different gender and/or racial mentor-mentee relationships; develop a model mentoring plan for management of a school or district mentoring program that improves teacher performance using EDUCATEAlabama; recommend a method to measure the effects of a mentoring relationship related to the mentor, mentee, and organization; and organize and develop a research-based field experience mentoring design related to mentoring in the educational setting that focuses on providing high-quality learning experiences, coaching, and feedback.
This course is focused on the development of knowledge and skills related to a mentor-mentee relationship. Using collaborative teaching and learning strategies, this course engages in the examination of mentor behaviors and skills focused on mental development through the use of research, observation, and field experience practice. The core of this course’s instructional content is anchored in practical, embedded field experiences, designed collaboratively with school principals, mentors and coaches and focused on improving teacher performance.
In the upper division baccalaureate degree category, 3 semester hours in Psychology, Education, Educational Psychology, Adult Education, Continuing Education, or Educational Planning (8/21).
Self-study, self-paced.
August 31, 2021 – Present.
Upon successful completion of the learning experience, students will be able to: answer questions about the primary psychological insights contained within the Mesillas Yesharim; identify key concepts, models, and principles regarding the psychological development of a person of Jewish faith; articulate methods of developing consciousness, intellectual complexity, sensitivity, and perception as they relate to Jewish faith; apply the concepts of mindfulness, memory, cognition, intelligence structures, and processes as they relate to Jewish faith; and explain key theories regarding emotions, personality, and psychological mindsets as they relate to Jewish faith and practice.
The focus of this course is the study of the psychology of faith as taught by the great Kabbalist and Jewish thinker, Rabbi Moshe Chaim Luzzato (Ramchal), in his classic work, Mesillas Yesharim, (The Path of the Just). In this text, the Ramchal explores the mindsets, psychological constructs, development of consciousness, personality, emotions, and psychological processes as they relate to the subject of Jewish faith and practice.
In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies, Psychology, Philosophy, Religious Studies, Medieval Studies, or Ethics (8/21).
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of the learning experience, students will be able to: critically understand the major methods of research in social psychology; describe, explain and evaluate research studies examining core areas of social psychology; recognize and evaluate social, cultural, spiritual and other types of diversity; apply psychological concepts, theories and research findings to solve problems in everyday life and in society.
This course advances the understanding of major principles and findings of social psychology. Major topics include: the science of social psychology; the individual within the social world; the impact individuals have on another individual or group; and social relationships.
In the lower division baccalaureate degree category, 3 semester hours in Introduction to Psychology, or Introduction to Sociology (10/20).
Science - Theological Research Institute
Self-study, self-paced.
June 2021 - Present.
Upon successful completion of the course, students will be able to fully grasp the subjects at hand and learn how to implement their studies into everyday personal and professional living; define and identify facts, explanations, and opinions; explain how scientific questions are answered using the scientific method; describe the characteristics of a good hypothesis; identify and explain the steps required to test a hypothesis; distinguish between correlation and causation; explain how observations and experiments are used to answer specific questions; define the terms theory and law as they used in science; describe the three essential theories of Earth science – the theory of evolution, the theory of plate tectonics, and the theory of climate change; and explain how the scientific community self-regulates and supports research.
This course introduces scientific investigations, methods, observations, and communication, along with common tools and methods used for understanding Earth and its environments. Minerals and rocks that make up the Earth's crust, Earth's features, identification, and uniqueness as a planet are also covered in this course. Students will also examine continental drift, seafloor spreading, plate tectonic movement, plate boundaries, landforms, volcanic activity, earthquakes, and mountains resulting from plate tectonic processes, as well as surface processes that create and modify landforms. The course also explores water on earth, covering its distribution, states, and the processes involving Earth’s water. Students will learn how features and processes of the atmosphere determine weather and climate, how life is supported on planet Earth, and how Earth scientists learn about Earth's past as well as Earth’s history. The course continues with human dependence on natural resources for energy and materials, the effects of human overpopulation and overconsumption on Earth's systems. It concludes with introducing the objects of our solar system and explorations beyond our solar system.
In the lower division baccalaureate/associate degree category, 3 semester hours in Science or Earth Science (5/21).
Self study, self-paced.
October 2018 - Present.
Upon successful completion of the learning experience, students will be able to: demonstrate an understanding of the fundamentals of biological, chemical, geological and physical oceanography; demonstrate knowledge and ability to critically evaluate current research in one or more subfields of oceanography relevant to a selected research specialty; describe the physical properties of ocean waters; define concepts like stability and potential density; describe general oceanic circulation; evaluate driving forces and mechanisms of different types of circulation; identigy where in the world oceans bottom water is formed and where upwelling occurs.
This course is designed to introduce students to physical processes that occur in oceans in such a way that they will understand both the conceptual physical principles and at the larger scale how these fit into the earth as a system. Basic equations which describe the principles upon which physical oceanography is based are examined and applied to principles related to waves, tides, currents, and the large-scale ocean circulation.
In the lower division baccalaureate/associate degree category, 3 semester hours in General Science, Biology, Oceanography, Marine Science, or Atmospheric Science (10/20).
Talmud Courses - Theological Research Institute
Self-study, self-paced.
December 2018 - Present.
Upon successful completion of the course, students will be able to: detail the process of the formation of the Talmud from a historical and bibliographical perspective; have a basic command of key Aramaic terms; develop an understanding of how the Talmud is structured on a Folio by identifying the different commentators and the proper order of study of said commentators; and identify the process of law deduction starting from the Talmud until modern day Rabbinical Judges.
This introductory level course is a study of Talmudic Tractates in Hebrew and Aramaic. Students begin by learning the nuances between Aramaic and Hebrew, with a focus on studying key Aramaic phrases found across the Talmudic spectrum. Starting with Mishna study, students work their way into the Talmud as well as the proper application of the most relevant commentators. Students are shown examples of modern-day laws, and the process that has been followed from the Talmudic teachings until modern day sages. NOTE: Classes are taught in English.
In the lower division baccalaureate/associate degree category, 6 semester hours in Talmud, Jewish Literature, Judaic Studies, Near Eastern Studies or Religion (12/19). NOTE: Classes are taught in English.
Self-study, self-paced.
December 2018 - Present.
Upon successful completion of the course, students will be able to: analyze texts and their interpretations from various historical periods; understand the various topic matter; connect the source of the laws to modern day customs and traditions; and apply the material studied to modern day life skills. Students will develop a proficiency in reading a folio of Talmud in Aramaic as well as contribute their own logical interpretations into solving seemingly different opinions among the various contributors of the Talmud.
This Intermediate Level course is a study of Talmudic Tractates in Hebrew and Aramaic together with the opinions of the historical commentaries. Students analyze sources used in the process of clarifying the boundaries and nuances of various customary laws and their implementation. Through a study of the course materials, the students develop an understanding of the Hebrew and Aramaic texts as well as analyze and assess the implied meanings and logics of certain teachings. Students will analyze specific pieces of Talmud which a heavy focus on applying the commentaries of Rabbi Shlomo Yitzchaki (Rashi) towards gaining a deeper clarity of the intention of the contributors of the Talmud. NOTE: Classes are taught in English.
In the upper division baccalaureate degree category, 6 semester hours in Talmud, Jewish Literature, Judaic Studies, History, Law, Near Eastern Studies or Religion (12/19). NOTE: Classes are taught in English.
Self-study, self-paced.
December 2018 - Present.
Upon successful completion of the course, students will be able to: independently analyze texts from various historical periods and delve into complex interpretations and commentaries; gain a thorough understanding of the topic matter; implement the learning in modern day practice by connecting the source of the laws to today’s customs and traditions; and apply what was studied to everyday life skills. Students also study the core texts of the Talmud while being able to further explain the matters at hand by applying commentary and analysis of the famous Talmudic commentaries within the folio of the tractate and within independent commentaries.
This advanced level Talmud course explores, in depth, the Talmud and its historical commentators’ opinions and source materials. Instruction begins with the study within the text of the folio and moves through commentaries by generational timeline until modern day legal decisions based on the relevant Talmudic passages. Students analyze a wide range of source material used in the process of clarifying the boundaries and nuances of various customary laws, their implementation, and their evolution. Through the study of multiple Talmudic commentaries, including the Tosefot, the students develop an advanced understanding of the Aramaic texts and the implied meanings and logic of certain teachings. NOTE: Classes are taught in English.
In the upper division baccalaureate degree category, 6 semester hours in Talmud, Jewish Literature, Judaic Studies, History, Law, Near Eastern Studies or Religion (12/19). NOTE: Classes are taught in English.
Theological Research Institute - Inactive Courses
- Formerly Advanced Talmud: Tractate Kiddushin II (Talmud 404)
- Formerly Advanced Talmud: Tractate Kiddushin (Talmud 402)
- Formerly European Jewish Philosophy in the 16th Century
- Formerly Psychology of Human Interaction (Psych 202)
