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
Art - Coopersmith Career Consulting
Bible - Coopersmith Career Consulting
Business and Accounting - Coopersmith Career Consulting
Communications - Coopersmith Career Consulting
Computers and Technology - Coopersmith Career Consulting
Counseling and Social Work - Coopersmith Career Consulting
Criminal Justice and Law - Coopersmith
Culinary and Hospitality - Coopersmith Career Consulting
Cultural Studies - 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
Inactive Learning Experiences - Coopersmith Career Consulting
Interior Design - Coopersmith Consulting
Judaic Studies - Coopersmith Career Consulting
Language - Coopersmith Career Consulting
Mathematics - Coopersmith Career Consulting
Miscellaneous - Coopersmith Career Consulting
Nutrition - Coopersmith Career Consulting
Philosophy - Coopersmith Career Consulting
Psychology and Sociology - Coopersmith Career Consulting
Religion - Coopersmith Career Consulting
Science - Coopersmith Career Consulting
Course Categories
Descriptions and credit recommendations for all evaluated learning experiences
Allied Health - Coopersmith Career Consulting
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) (2/22 revalidation).
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 healthcare; determine the functions and distribution of responsibility between the federal, state and local governments pertinent to healthcare; distinguish the specific laws pertinent to healthcare professionals and facilities; assess the implications of violating various healthcare laws; investigate key aspects of health information technology, including social media and telemedicine; evaluate future trends in healthcare that may have legal and/or ethical implications; and discover fundamental healthcare 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.
May 2023 - Present.
Upon completion of this course, students will be able to: apply economic and healthcare finance concepts, terminology, classification, methods, and trends to situations in healthcare management; discuss the roles of planning and budgeting, their respective processes, and how they relate to a healthcare organization; demonstrate the skills necessary to complete a hospital budget; analyze financial statements and assess the importance of taking information from financial documents and utilizing this information in the healthcare organizing decision-making process; utilize financial information for decision-making and evaluate organizational performance; and investigate the role financial management and cost accounting have on organizational performance.
Healthcare Financial Management (HCA-375) blends accounting and finance concepts to enhance healthcare managers' decision-making skills. The course provides a detailed understanding of health services financial management for decision-making, emphasizing third-party payers, financial statements, capital investments, debt financing, equity financing, and capital budgeting.
In the lower division baccalaureate/associate degree category, OR in the upper division baccalaureate degree category, 3 semester hours in Allied Health, Healthcare Administration, Health Sciences, Human Services, or Healthcare Policy (5/23).
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).
Varies (self-study; self-paced).
May 2023 - Present.
Upon completion of this course, students will be able to: evaluate specific factual knowledge about legal applications in healthcare administration; analyze fundamental principles, generalization, and theories of law in healthcare administration; evaluate the legal issues that arise in the healthcare environment; explain the legal principles in analyzing specific problem situations; and assess how healthcare culture and legal issues intersect.
The Law of Healthcare Administration provides an overview of the American legal system and how it impacts the delivery of healthcare services. Topics include: the impact of legal factors affecting patient/client care and the operations and administration of healthcare facilities and systems, principles and practices of law, legal relationships and sources of law and legal processes affecting the health service system. Prerequisite: Healthcare Management (HCA-201).
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Allied Health, Healthcare Administration, Health Sciences, Human Services, or Healthcare Policy (5/23).
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).
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) (2/22 revalidation).
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).
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) (2/22 revalidation).
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).
Varies (self-study, self-paced).
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: explain the role of research and its impact on the delivery of care; discuss the purpose of research philosophy and language; apply established procedures in the development of a research study framework; develop innovative and important questions and hypothesis in the field of health services research, based on the research study outline; outline the topics related to observation and measurement, including reliability and validity implications; contrast the different types of research methodologies and/or designs, their strengths and weaknesses; identify inherent threats to internal and external validity; select an appropriate research methodology or design to answer the questions of a health service investigation; interpret the different survey techniques in the area of health services research; compare the different types of data frequently used in health service, as well as their strengths and weaknesses or limitations; increase the capacity to read and critically analyze the literature on health services, including research questions, research design, methodologies, and conclusions; analyze research studies to pinpoint key methods, parties, safeguards, measures and outcomes; search for and locate research relevant to a health care issue of the students’ choosing; discriminate amongst definitions of key vocabulary in health services research methodology; and apply research methodology frameworks to pending health services management issues.
: Research Methods in Health Services Management exposes students to the scope of health services and health policy research, addresses such topics as developing conceptual models, understanding, and using different research designs, sampling survey design, carrying out community-oriented and policy-oriented research, and the ethical conduct of research. The course includes an analysis of various research design, methodologies, quantitative and qualitative research studies and provides students with the ability to draft and prepare applied research reports to help management with the decision-making process. Prerequisite: Concepts in Math and Quantitative Analysis (MAT-301).
In the upper division baccalaureate degree category OR in the graduate degree category, 3 semester hours in Nursing, Human Services, Hospital Administration, Health Service Administration, Undergraduate Public Health, Health Informatics, Clinical Health Sciences, Social Sciences or similar healthcare occupational (clinical practice) programs (5/23).
Art - Coopersmith Career Consulting
Varies (self-study, self-paced).
May 2023- Present.
Upon successful completion of the learning experience, students will be able to: define how creating color palettes using color theory and client preferences can enhance a home and business; describe how lighting and undertones affect color choices; apply the use of the color wheel, color terminology, and color schemes; describe color psychology and how it affects color choices in the home and office; define and describe how to build custom colors; and describe the flow and focal points in a home and how this is affected by color choices.
Color Consulting and Theory for the Home and Business teaches students how to create color palettes to enhance an interior space. Topics include developing and using a color palette to bring life to a room and office, utilizing new or existing furniture, appliances, flooring, and interior painting, and working with clients to achieve balance and harmony. Color psychology will be explored, as well as how lighting and undertones affect color choices to train the eye to identify colors.
In the associate/certificate degree category, 3 semester hours in Design or Studio Art (5/23).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: Interpret the most common styles of art; describe the contributions of many key artists to the field; contrast the styles used in various essential works of art; compare artwork style and content effectively utilizing the vocabulary of art to enhance and interpret art; solve complex problems regarding the purposes and content of art.
Introduction to Art (ART-101) introduces students to Western cultural history through the visual arts. Students will explore art's nature by questioning the definition of art, examining why artists and cultures create art. Various theories and criticism of art will be explored. Students will learn how each disciple creates art and which tools they use to do it. The various schools of art will be examined with a chronological study of culture and art history.
In the lower division baccalaureate / associate degree category, 3 semester hours in Art, Survey of Art, or Art History (5/21).
Varies (self-study, self-paced).
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: explain the various theories and concepts concerning a drawing; summarize the techniques and processes used to develop a work of art; describe the basic terminology of each genre of art; discuss the structure and composition of various art forms; and explain how art is a reflection of and is influenced by culture, values, and history.
Living with Art provides students with the concepts, terminology, principles, theories and the general issues relevant to a specific work of art and the work’s historical context. Students examine the attitudes and philosophies related to creative production in the visual arts and help develop a positive attitude to the arts through the study of theory, styles of art history, structure and periods of art, combined with an active art gallery program and a variety of studio projects.
In the associate/certificate degree category, 3 semester hours in Art, Art Appreciation, Design, or Studio Art (5/23).
Bible - Coopersmith Career Consulting
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 is 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, 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 conduct 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).
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to use 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 is the ability to identify the correct English interpretation of Hebrew words and phrases in the Book of Exodus. Students will also analyze and explain selections of text and Rashi’s commentary, 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 conduct 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).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: to identify the main references to women in the Pentateuch; explain interpretations of the midrash, rishonim, and ba’alei musar of incidents involving women in the Torah, and identify the textual sources of these interpretations; recognize laws of the Torah that apply specifically to women; discuss how contemporary female traditional Orthodox Torah teachers interpret laws of the Torah that apply to women in a manner relevant and understandable to contemporary women; explain how learning about the women of the Torah reveals universal truths about women, Jewish women, male/female relationships, and marriage; and apply the lessons learned from women of the Torah to contemporary situations.
This learning experience seeks to bring deeper understanding of the main female characters of the Pentateuch and of numerous Torah laws pertaining specifically to women. The course examines relevance of the female characters as interpreted by Rabbis from the composers of the midrash through current times, as well as the lessons gleaned by contemporary female Torah teachers. A major focus is on the lessons learned from the women of the Torah as they apply to Jewish women today in daily life and spiritual growth. Some of the specific topics include analysis of Chava, the Matriarchs, and Miriam and laws related to family, purity, and divorce.
In the upper division baccalaureate degree category, 3 semester hours in Bible Studies, Judaic Studies, Religion, Sociology, or Women’s Studies (5/21).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to demonstrate an in-depth knowledge of the concepts and themes found throughout the entire Book of Deuteronomy along with its medieval and modern commentaries; solve apparent contradictions in the verses and explain the hermeneutic principles which are applied to verses to gain new insight; explain legal rulings derived from the text found in major law books as well as interpret ethical issues which emerge from the text; write five-one hundred-word essays connecting sources to a variety of themes using source material from the Chumash and selected commentaries; One essay requires students to translate from Hebrew to English.
Advanced Deuteronomy (BIB-440) assesses students’ knowledge of the Book of Deuteronomy on an advanced level. Students are required to have a broad knowledge of classical commentaries on the Book of Deuteronomy including: The Talmud, Midrash, Rashi, Ramban, Sforno, and R’ Samson R. Hirsch among others. Students need a deep understanding of how the commentators analyze the Bible, with a focus on philosophical and ethical principles derived from the verses. Topics include: the purpose of repeating the Torah, Moses' prayer to enter the land, the Ten Commandments, Shema, the court system, Moses' blessings and more.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will discuss the text and commentary on the entire Book of Exodus. Mastery of the material includes the ability to analyze and explain select sections of the text along with Rashi’s commentary. This analysis focuses on identifying the textual problem Rashi is trying to resolve and how he resolves it. When relevant, students should also be able to explain Rashi’s solution in terms of ethical and religious behavior. Students are required to write five-one hundred-word essays on various themes drawing from the Biblical text and Rashi’s comments; One essay requires students to translate from Hebrew to English.
Advanced Exodus I (BIB-310) will challenge the student’s knowledge of the entire Book of Exodus. It will include the Biblical text in Hebrew as well as Rashi’s commentary. Topics include Enslavement in Egypt, early life of Moses and his leadership role, Pharoah, the Ten Plagues, the Exodus, the splitting of the Red Sea, Children of Israel in the wilderness, the giving of the Torah on Mount Sinai and the Ten Commandments, the Golden Calf and the Tabernacle. While most of the exam will be in English, students must be able to read and understand the Hebrew texts.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to discuss concepts and themes found throughout the entire book of Exodus along with its medieval and modern commentaries; solve apparent contradictions in the verses and explain the hermeneutic principles which are applied to verses to gain new insight; explain legal rulings derived from the text found in major law books as well as interpret ethical issues which emerge from the text. Students are required to write five-one hundred-word essays connecting sources to a variety of themes using source material from the Chumash and selected commentaries; One essay requires students to translate from Hebrew to English.
Advanced Exodus II (BIB-410) will assess the students’ knowledge of the Book of Exodus on an advanced level. Students will be required to have a broad knowledge of classical commentaries on the Book of Exodus including: The Talmud, Midrash, Rashi, Ramban, Sforno, and R’ Samson R. Hirsch among others. Students will have a deep understanding of how the commentators analyze the Bible, with a focus on philosophical and ethical principles derived from the verses. Topics include: the exile to Egypt, servitude in Egypt, the rise of Moses to leadership, the ten plagues, the splitting of the sea, the giving of the Torah and Ten Commandments, the building of the Tabernacle and more.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will discuss the text and commentary on the entire Book of Exodus. Mastery of the material focuses on the ability to analyze and explain select sections of the text along with Rashi’s commentary. This analysis includes identifying the textual problem Rashi is trying to resolve and how he resolves it. When relevant, students should also be able to explain Rashi’s solution in terms of ethical and religious behavior. Students are required to write five-one hundred-word essays on various themes drawing from the Biblical text and Rashi’s comments. One essay requires students to translate from Hebrew to English.
Advanced Genesis I (BIB-300) will challenge the student’s knowledge of the entire Book of Exodus. It will include the Biblical text in Hebrew as well as Rashi’s commentary. Topics include Enslavement in Egypt, early life of Moses and his leadership role, Pharoah, the Ten Plagues, the Exodus, the splitting of the Red Sea, Children of Israel in the wilderness, the giving of the Torah on Mount Sinai and the Ten Commandments, the Golden Calf and the Tabernacle. While most of the exam will be in English, students must be able to read and understand the Hebrew texts.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to possess an in-depth knowledge of the concepts and themes found throughout the entire Book of Genesis along with its medieval and modern commentaries; solve apparent contradictions in the verses and explain the hermeneutic principles that are applied to verses to gain new insight; explain legal rulings derived from the text found in major law books as well as interpret ethical issues which emerge from the text. Students are required to write five-one hundred-word essays connecting sources to a variety of themes using source material from the Chumash and selected commentaries. One essay requires students to translate from Hebrew to English.
Advanced Genesis II (BIB-400) will assess the students’ knowledge of the Book of Genesis on an advanced level. Students will be required to have a broad knowledge of classical commentaries on the Book of Genesis including: The Talmud, Midrash, Rashi, Ramban, Sforno, and R’ Samson R. Hirsch among others. Students will have a deep understanding of how the commentators analyze the Bible, with a focus on philosophical and ethical principles derived from the verses. Topics include: The purpose of Creation, the exile from Eden, Noah and the Ark, Abraham and the ten tests, the binding of Isaac, the selling of Josef, the exile to Egypt and more.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will discuss the text and commentary on the entire Book of Leviticus. Mastery of the material includes the ability to analyze and explain select sections of the text along with Rashi’s commentary; identify and analyze the textual problem Rashi is trying to resolve and how he resolves it. When relevant, students should also be able to explain Rashi’s solution in terms of ethical and religious behavior. Students are required to write a five-one hundred-word essays on various themes drawing from the Biblical text and Rashi’s comments. One essay requires students to translate from Hebrew to English.
Advanced Leviticas I (BIB-320) will challenge the student’s knowledge of the entire Book of Leviticus. It will include the Biblical text in Hebrew as well as Rashi’s commentary. Topics include: Korbanos (Sacrifices), the death of Nadav and Avihu, Yom Kippur service in the Temple, laws of tzoras, laws of sexual relationships, kosher and non kosher animals, agricultural gifts to the poor, the Sabbatical year and Jubilee year, and laws of lending money. While most of the exam will be in English, students must be able to read and understand the Hebrew texts.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to possess an in-depth knowledge of the concepts and themes found throughout the entire book of Leviticus along with its medieval and modern commentaries; solve apparent contradictions in the verses and explain the hermeneutic principles that are applied to verses to gain new insight; explain legal rulings derived from the text found in major law books as well as interpret ethical issues which emerge from the text. Students are required to write five-one hundred-word essays connecting sources to a variety of themes using source material from the Chumash and selected commentaries; One essay requires students to translate from Hebrew to English.
Advanced Leviticas II (BIB-420) will assess the students’ knowledge of the Book of Leviticus on an advanced level. Students will be required to have a broad knowledge of classical commentaries on the Book of Leviticus including: The Talmud, Midrash, Rashi, Ramban, Sforno, and R’ Samson R. Hirsch among others. Students will have a deep understanding of how the commentators analyze the Bible, with a focus on philosophical and ethical principles derived from the verses. Topics include Sacrifices, Priestly Service, Priestly blessings, and laws relating to Priests, kosher and non-kosher species, spiritual contamination, tzoras, and more. Suggestions for review: Students may rely on background knowledge and review any resources they wish to prepare for the exam.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to possess an in-depth knowledge of the concepts and themes found throughout the entire Book of Numbers along with its medieval and modern commentaries; solve apparent contradictions in the verses; explain the hermeneutic principles that are applied to verses to gain new insight; explain legal rulings derived from the text found in major law books; interpret ethical issues which emerge from the text; connect sources to a variety of themes using source material from the Chumash and selected commentaries; and translate Hebrew to English in written format.
Advanced Numbers (BIB-430) will assess the students’ knowledge of the Book of Numbers on an advanced level. Students will be required to have a broad knowledge of classical commentaries on the Book of Numbers including: The Talmud, Midrash, Rashi, Ramban, Sforno, and R’ Samson R. Hirsch among others. Students will have a deep understanding of how the commentators analyze the Bible, with a focus on philosophical and ethical principles derived from the verses. Topics include: censuses, the laws of Nazir, rebellions, the encampment, laws of inheritance, laws of vows, the spies, Aaron’s death and more.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (2/22).
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to: discuss the text and selected commentary of Rashi on the first half of the Book of Genesis (1:1-25:18). Included in this is the ability to identify the correct English interpretation of Hebrew words and phrases in the Book of Genesis. Students will analyze and explain selections of text and Rashi’s commentary; 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).
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will discuss the text and selected commentary of Rashi on the second half of the Book of Genesis (25:19-50:25). Included in this is 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; 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).
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience and intense study of the text and selected commentary of Rashi on the first half of the Book of Leviticus, students will be able to: identify the correct English interpretation of Hebrew words and phrases in the Book of Leviticus; analyze and explain selections of text and Rashi’s commentary; 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 studied. Although most of the exam is in English, students must be able to read and explain the Hebrew text. Some of the main topics include: 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).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: identify the main references to plants and trees in the Torah; identify the Torah prohibitions and commandments involving trees and plants; explain the symbolism of trees in general and certain individual trees and plants according to rabbinical interpretation from the times of the midrash until current times; outline passages in the Torah involving trees and plants provides guidance in life and spiritual growth; apply the rabbinic symbolism of trees and plants to additional Biblical, Talmudic, or Midrashic passages or scenarios involving those trees and plants; and apply the rabbinic symbolism of trees and plants to create messages relevant to current issues in life and spiritual growth.
Trees and Plants of the Torah (BIB-376) is an advanced Bible course that examines the relevance of trees and plants in the Torah, including not only the explicit references to trees and plants, such as the mitzvos of orlah, shmitah, and bikurim, but also the symbolic significance of trees as interpreted by the Rabbis from the composers of the midrash through current times. A major focus is on how Torah scholars over the generations have learned lessons for man’s daily life and spiritual growth from the metaphorical example of the trees in the Torah, both in lessons from trees in general and from specific types of trees and plants, such as the grapevine and the olive tree. Specific topics focus on analysis of the trees of the Garden of Eden, the Burning Bush, and the apple orchard referenced in Yitzchak’s blessing of Eisav.
In the upper division baccalaureate degree category, 3 semester hours in Bible Studies, Judaic Studies, or Religion (5/21).
Business and Accounting - Coopersmith Career Consulting
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: outline the role, purpose, and importance of an accounting information system; describe the meaning of risk assessment and explain how they affect accounting roles; identify the standard internal controls and discuss how to apply them to an accounting information system; describe the appropriate internal controls that will reduce risk within an Organization; and summarize the relationship between ethics and decision making.
Accounting Information Systems (ACC-500) is a graduate-level course designed to further the students' knowledge of accounting information systems and their role in the accounting world. Several topics will be discussed, including the life cycle of software development, emerging technology, internal controls, information system auditing, hardware, software, e-commerce, and the role of information systems.
In the graduate degree category, 3 semester hours in Accounting, Business, Accounting Information Systems, or Financial Accounting (2/22).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: compare and contrast the accounting standards framework, international accounting standards, and generally accepted accounting principles for documenting business financial activities; describe the accounting theory and principles utilized in development of proposed accounting recognition and reporting; analyze a financial report utilizing the current and proposed GAAP and explain the decision usefulness of the information; and discuss academic research in accounting and its usefulness incorporating an understanding of the foundation of accounting (the rules, theories and concepts that define what accounting is and what it is becoming.
Accounting Research and Communication is a graduate-level course designed to further students' knowledge of effective accounting research and reporting. This course evaluates the elements of accounting theories and their implications. Accounting policy, research, and standard setting are examined. The course integrates recognition, reporting, analysis, theory, and guidance codification as it pertains to comprehensive financial accounting information as well as other topics concerning financial statement preparation and presentation.
In the graduate degree category, 4 semester hours in Accounting Research, Accounting, or Business Administration (6/22).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: outline the six sequential steps in financial statement analysis; analyze, interpret, and use financial statements; apply financial analysis tools, methods, and techniques to analyze a company's profitability; evaluate the quality of income statement and balance sheet information; and discuss the three valuation models.
Advanced Accounting prepares students to analyze, interpret, and use financial statements effectively, both from a general manager and from an investor perspective. The course reviews and extend the topics introduced in Accounting and Financial Reporting, with an emphasis on value creation. Specifically, the course introduces a thorough framework for financial statement analysis, focusing on (1) accounting analysis, (2) financial (ratio and cash flow) analysis, and (3) prospective (forecasting and valuation) analysis.
In the upper division degree category, 4 semester hours in Accounting, Advanced Accounting, or Business administration (6/22).
Varies (self-study, self-paced).
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: explain the various theories and concepts concerning a drawing; summarize the techniques and discuss how audits exercise professional judgement and professional skepticism; describe audit issues in a business setting; outline the characteristics of a team player in an audit environment; explain the role that auditing plays in business organizations and in the economy; summarize basic auditing concepts: client acceptance and continuance, engagement planning, risk identification and containment, sampling, controls evaluation and testing, substantive testing, concluding the engagement and reporting; list AICPA and PCAOB professional standards; explain the AICPA Code of Professional Conduct and its application to the auditing profession; and describe the other than audit attestation services.
Advanced Auditing provides an intensive study of professional conduct, auditing standards, auditor’s liability, reports, and internal auditing. The course focuses on advanced auditing principles as related to publicly traded organizations, the general public, and the audit firm in general. The importance of ethical accounting practices will be emphasized throughout the course.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Accounting, Business, or Business Administration (5/23).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: develop a comprehensive understanding of major decision-making areas within managerial finance and selected topics in financial theory; cultivate the ability to make informed decisions regarding investment and financing policies within firms, utilizing both theoretical frameworks and empirical evidence; apply theoretical concepts learned in lectures to real-world financial situations through case studies and practical exercises; evaluate financial decisions and assess their implications on firm value and performance; and analyze and evaluate financial theories, models, and empirical evidence to make sound financial decisions.
Advanced Corporate Finance is an undergraduate course designed to explore the fundamental decision-making areas of managerial finance and explores selected topics in financial theory. Students explore both theoretical frameworks and empirical evidence pertaining to investment and financing policies within firms. Emphasis is placed on developing decision-making skills applicable to these domains. Topics include leasing, dividend policy, mergers and acquisitions, corporate reorganizations, financial planning, and working capital management.
In the upper division baccalaureate degree category, 3 semester hours in Business, Business Administration, Finance, Accounting, Economics, or Administration (4/24).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: perform basic data analyze and understand analyze performed by others; select and use the appropriate statistical techniques for analyzing data; and apply statistical reasoning to make data-driven decisions.
Applied Managerial Statistics is a graduate-level course designed to expand students’ knowledge of data analytics. This course enables students to leverage data, analyze data, and interpret results and make data-driven decisions.
In the graduate degree category, 3 semester hours in Applied Statistics, Managerial Statistics, Business Statistics, Business Analytics, Quantitative Finance, Statistics, or Mathematics (6/22).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: describe the facts, frameworks, and theories used in completing an audit; apply technical knowledge to analyze data and answer questions about the financial statement information; discuss the values that a licensed auditor must possess; detail the steps and tasks necessary to complete an audit; and contrast independence, objectivity, professional skepticism, and ethical behavior when conducting a high-quality audit.
Auditing of Financial Statements (ACC-375) is designed to provide knowledge about the theory and practice of financial statement auditing. Auditing is an assurance service used to provide better quality information to the company's various decision-makers. This course provides information about the judgments commonly made by auditors when it comes to issuing an audit report. This course yields knowledge about how external audits provide the credibility necessary for financial statements to add value in the capital markets.
In the upper division baccalaureate degree category, 3 semester hours in Business, Accounting, Auditing, or as a general elective (5/21).
Varies (self-study, self-paced).
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: explain the purpose of business research as a management tool in the real world; define research questions based on challenges or dilemmas faced by managers and business owners; develop research hypotheses to address challenges business owns and managers face, and develop appropriate research design to reflect the research hypotheses; evaluate the quality and characteristics of primary data; describe the importance of a statistical and descriptive analyses; and discuss scientific research-based oral and written reports.
Business and Accounting Research is an undergraduate-level course designed to further students' knowledge of effective business and accounting research and reporting. The course teaches students basics of business research and how to use that research to solve business problems.
In the upper division baccalaureate degree category, 3 semester hours in Accounting, Business Administration, Economics, Management, Marketing Public Administration or Political Science (5/23).
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 communication; identify techniques and strategies for improving interpersonal communication; 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) (2/22 revalidation). 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.
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: discuss how a business operates within multiple markets; compare and contrast major relationships between a business organization and its stakeholders; describe the relationship between a stakeholder and a business they have invested in; summarize businesses social responsibilities and how to balance them against its economic and legal responsibilities; and outline the key concepts and principles that can be used by managers as they cope with the firm’s various stakeholders and challenges, such as corporate social responsibility, corporate citizenship, governmental regulation, political action tactics, strategic philanthropy and crisis management.
Business Environment and Concepts (BUS-550) is a graduate-level course that provides an overview of the knowledge and skills that professional accountants must utilize when offering professional services. This course presents an integrated overview of the social, ethical, legal, regulatory, political, technological, environmental, and international constraints, opportunities, and responsibilities facing business organizations and business managers. Focus is on corporate managers and business decision-making in the context of a domestic and international business environment. Organizational stakeholders, individuals or groups that affect (or are affected by) the business organization are targeted in an understanding of their interests, power, and coalitions or their salience – and how business managers may better manage these stakeholders in cooperative engagement for the betterment of business, and the civil society.
In the graduate degree category, 3 semester hours in Business, or Ethics (2/22).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, demonstrate an understanding of fundamental ethical principles and philosophies and the importance of ethical behavior in the business world; analyze the available literature on business ethics to broaden the understanding about ethical challenges in various sectors of business; describe the obligations and responsibilities of business corporations towards the environment and society; apply critical thinking skills to evaluate ethical issues and conflicts in the corporate world and arrive at measures to resolve the apply ethical theories to real-life business situations and make rational decisions; apply knowledge of ethical principles and dilemmas to the corporate world; and demonstrate effective oral and written communication to respond to ethical issues.
Business Ethics and Policy is a graduate-level course designed to provide an examination of significant ethical issues and challenges in today’s professional business arena, including the manager’s social and environmental responsibility to stakeholders; ethical dilemmas and decision-making frameworks and approaches to personal, organizational, and societal levels; and real-world application and analysis of issues.
In the graduate degree category, 3 semester hours in Business Ethics and Compliance, Ethics and Society, Corruption and Governance, Corporate Governance and Ethics, Media Ethics and Social Change, Applied Ethics, Public Ethics, Ethics and Democracy, Ethics and Contemporary Problems, Anti-corruption Studies, or Anti-corruption Compliance Action (6/22).
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: a 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) (3/24 revalidation).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: articulate the theory of supply and demand and its effects on the marketplace; explain the important of gross domestic product in measuring national economies and determining economic policy; record various inputs to financial spreadsheets and balance sheets, including debits, credits and balances; use accrual and cash basis principles to complete and adjust balance sheets and other financial statements; analyze financial statements and company performance from financial statements; and compute interest rates, future and present values and payments using Excel or a similar spreadsheet program.
Business Fundamentals of Accounting and Finance (ACC-105) provides a survey of the basic principles of many areas related to accounting and finance related to business and business decision-making. The course covers the basic tenets of economics, such as supply and demand and gross domestic product, basics of accounting, including balance sheets, financial statements and various types of assets and debts; basics of finance, including the time value of money and the basics of stocks and bonds. The course is designed to familiarize students with the underlying principles of these basic principles to facilitate further study in these areas.
In the lower division baccalaureate/associate degree category, 3 semester hours in Accounting, Business, or Introduction to Business (2/22).
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).
Varies (self-study, self-paced).
March 2024 - Present.
Upon successful completion of the learning experience, students will be able to: recognize the latest theories and trends in modern leadership thinking; assess the relevant abilities and resources necessary for successful leadership; critically evaluate ethical leadership within the framework of globalization and diverse environments; and implement strategic leadership techniques to effectively manage organizational change.
Business Leadership is an undergraduate course that explores the distinctions and overlaps between management and leadership. It delves into modern leadership theories and styles, including the emerging concept of servant leadership. The topics will analyze the essential skills and resources required for effective business leadership, while also scrutinizing leadership within various contexts. While exploring the crucial role of strategic leadership in navigating change in today's rapidly evolving and unpredictable world.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Management, Human Resource Management, Hospitality Management, Entrepreneurship, Sports Management, or Marketing (3/24).
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 a 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 (4/19) (3/24 revalidation).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: describe entrepreneurial activity and its application; discuss the strategic, tactical, and operational roles and functions of the management of the entrepreneurial venture; prepare a successful business plan; and outline the proper ethical and legal foundation applied to entrepreneurship and new business ventures.
Business Plan Development (BUS-500) explores the creation and management of start-up businesses. It concentrates on the initial strategy, location, financing, staffing, daily activities, controls, and taxes. Students develop a business plan for a start-up business. The course evaluates the necessary qualities and characteristics of a thriving entrepreneurial profile and helps students recognize and determine the steps required to design and develop a for-profit start-up business and open and operate a small business enterprise. It describes the primary forms of small business ownership and identifies the necessary financial competencies needed by the entrepreneur and further utilizes information, financial estimates and projections, logic, and critical thinking required to recognize opportunities and address minor business problems in a multicultural, ethical, legal, and competitive environment.
In the graduate degree category, 3 semester hours in Accounting, Business Management, Economics, or Management (2/22).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: illustrate the nature of change, including its creative and rational process and impact on an organization; analyze the internal and external pressures that compel change in an organization, including an awareness of the interaction between forces for stability and change; identify the reasons organizations resist change and explore the strengths and weaknesses of various approaches to managing resistance to change; compare and contrast the various approaches used to identify and implement change, including organizational development, the sense-making approach to change, and the processional approach to managing change; differentiate between the various strategies important to communicating change, including the key elements involved in the communication of change; construct and critique the skills necessary to determine and communicate change; define the role of toxic handles in the change process; and evaluate the difference between the appearance of change and change that has been embedded in an organization, considering the various pitfalls that can be encountered when seeking to sustain change.
This course delves into the intricacies of change management, exploring its pivotal role in navigating today's fiercely competitive global landscape. Participants examine the imperative for change, the diverse forms it can take within organizational contexts, and the critical challenges and opportunities it presents. Through a blend of macro and micro analyses, students learn to discern the catalysts for change and employ a range of management strategies, communication techniques, and analytical tools such as force-field and gap analysis to drive successful implementation. Other topics include human dynamics and economic implications inherent in organizational restructuring and change initiatives.
In the upper division baccalaureate degree category OR in the graduate degree category, 3 semester hours in Change Management, Organizational Change, Organizational Change Management, or as an elective in Business or Management (4/24).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: compare and contrast the various leadership theories and concepts; analyze the strengths and weaknesses of various leaders; apply principles of leadership to specific situations; summarize the characteristics of effective and ethical leadership; and articulate the skills necessary as effective leaders to navigate today's global marketplace.
Concepts in Leadership (BUS-355) is designed to provide a basic introduction to leadership by focusing on being a good leader. The emphasis of the course is on the practice of leadership. The course examines topics such as the nature of leadership, recognizing leadership traits, developing leadership skills, creating a vision, setting the tone, listening to out-group members, handling conflict, overcoming obstacles, and addressing ethics in leadership. Attention will be given to helping students to understand and improve their leadership performance.
In the upper division baccalaureate degree category, 3 semester hours in Business, Leadership, Psychology, or Philosophy (2/22).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: explore the interplay between marketing strategy and consumer behavior dynamics; analyze the stages of the consumer decision-making process; investigate the impact of cross-cultural disparities and demographic factors on consumer behavior patterns; summarize foundational theories, key concepts, and fundamental principles underlying consumer behavior; forecast the diverse environmental factors shaping consumer behavior in various contexts; examine the significance of reference groups and their influence on consumer decision-making; illuminate how marketers leverage theories of learning and memory to influence consumer behavior; and evaluate the relationship between consumer satisfaction, motivation, and their strategic implications in marketing endeavors.
Consumer Behavior is an undergraduate course that explores the intricate workings of consumer behavior, delving into topics such as consumer motivation, perception, learning, attitude, and information processing. Topics include the influences of lifestyle, demographics, social class/culture, group dynamics, leadership, familial ties, and diverse global environments on consumer decision-making; and myriad factors that impact the acquisition and consumption of products and services. Through a marketing strategy lens, students will analyze consumer behavior to effectively craft products and services that resonate with the desires and needs of individuals in the marketplace.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Change Management, Organizational Change, Organizational Change Management, or as an elective in Business or Management (4/24).
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 the basic concepts of brands and brand management so they analyze how a brand can affect customers’ perceptions of products and services, and teach them how successful branding strategies can be designed. Instruction focuses on effective branding of products and services while building on the general fundamentals of strategic marketing. Instructional methods include a study guide, required readings, and a final exam.
In the lower division baccalaureate degree category, 3 semester hours in Communication, Business Management, Sales, Hospitality Management, Digital Marketing, Marketing, or Self-Management (4/19) (3/24 revalidation).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: identify the various costs for manufacturing and service companies; apply different cost assignment methods to determine inventory and service costs; describe the master budget for a manufacturing company; explain company results using standard costing; and discuss inventory costs within an advanced manufacturing environment.
Cost Accounting examines the concepts and procedures underlying the development of a cost accounting system for managerial decisions, control, and performance reporting. Topics include cost measurement and cost control; cost-volume-profit analysis; job costing; activity-based costing; tools for planning and control; master budgeting and responsibility accounting; flexible budgeting and variance analysis; management control systems; inventory costing, management, and capacity analysis; cost information for decision making; relevant information; pricing decisions; cost management; strategic profitability analysis; cost allocation and revenues; measurement and control of overhead costs; and revenues and sales variances.
In the upper division baccalaureate degree category, 4 semester hours in Accounting, Economics, Forensic Accounting, Auditing, Cost Accounting, or Business Administration (6/22).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: apply statistical analysis techniques to solve problems and support management and strategic level decisions; apply effective communication techniques using data to support a solution to a real-world problem; interpret and analyze data to formulate and influence decision making; gather, analyze and interpret data and report findings; evaluate research to be utilized as evidence to support decision making; and formulate solutions that integrate applicable disciplines and their perspectives and contributions.
Data Driven Decision-Making is a graduate course that offers an interdisciplinary exploration of research methods, aiming to equip students with foundational knowledge in statistical theory and its practical application. Participants study the art of investigating contemporary issues and deciphering statistical data within the realms of criminal justice, business, and public administration, preparing them for leadership roles within their respective fields. Additional topics include varied perspectives of professionals across disciplines as they harness data for informed decision-making; utilization of data-driven insights. Students learn not only to analyze statistics but also advocate for decisions grounded in robust research and statistical analysis. Key topics encompass descriptive and inferential statistics, hypothesis testing, and the principles of linear regression.
In the graduate degree category, 3 semester hours in Management, Finance, Economics, or Marketing (4/24).
Varies (self-study, self-paced).
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: describe the historical and contemporary societal factors that shape the development of individual and group identity involving race, class and gender; analyze the role that complex networks of social structures and systems play in the creation and perpetuation of the dynamics of power, privilege, oppression and opportunity; apply the principles of rights, access, equity, and autonomous participation to past, current, or future social justice action.
Diversity, Equity, Inclusion, and Social Justice explores diversity, inclusion, equity and social justice in the workplace and society. Topics include racism and the closing of racial gaps, embedding inclusion, equity, distribution of the workload, and social equality. The course also focuses on tolerance and embedding diversity, equality and inclusion into everyday life.
In the lower division baccalaureate/associate degree category, 3 semester hours in Management, Business, Entrepreneurship, or Human Resources (5/23).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: describe the steps in organizing a corporation; discuss the tax basics of corporate distributions; outline the tax code and tax regulations; compare and contrast differences between financial income and taxable income; and outline the concepts around the different legal entities and their basic differences and their applicable tax classifications.
Federal Taxation of Business Entities (ACC-352) deals with the methods and principles of U.S. Federal income taxation and discusses the history and politics behind the federal income tax laws and regulations, including major emphasis on tax provisions common to all types of taxpayers, particularly businesses. Major topics include Corporate Taxation, Partnerships, and Estate and Gift Taxation. Students should be able to effectively deal in the areas of tax compliance for these entities.
In the upper division baccalaureate degree category, 3 semester hours in Accounting, Business, or Federal Tax Accounting (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: discuss what constitutes a tax and the general objectives of taxation; discuss the various federal, state and local taxes and the laws that implement and enforce them; apply and analyze the issues related to the filing of federal income tax returns, including requirement to file and the processing of returns; analyze the working of the U.S. Internal Revenue Service (IRS); apply and analyze objectives and strategies for basic tax planning; apply and analyze the components and computation of individual federal income taxes, including computation of and exclusions from gross income, self-employment income, deductions for and from adjusted gross income, the calculation of taxable income, tax payments, credits and additions to tax; and evaluate tax issues related to the sale property (including a principal residence) and retirement planning.
Federal Taxation of Individuals (ACC-351) deals with the methods and principles of U.S. Federal income taxation, history and politics behind the federal income tax laws and regulations, including major emphasis on tax provisions common to all types of taxpayers, particularly individuals. Topics include tax authority, research, compliance and planning; gross income and exclusions; individual deductions and credits; tax rate schedules and calculation; filing status; investments and property transactions; self-employment income; retirement planning; home ownership and professional ethics.
In the upper division baccalaureate degree category, 3 semester hours in Accounting, Business, Federal Personal Tax Accounting, or Tax Accounting (2/22).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: explain fraud and identify the environments in which it takes place; recognize fraud schemes and determine ways in which they are concealed; review financial and non-financial records to uncover fraud; understand how effective interviews are conducted; document work product and maintain chains of custody; apply audit skills such as completeness, tracing, and independent verification; describe the civil, criminal and regulatory framework of fraud examinations; understand the role of computer forensic specialists; and communicate effectively and present findings through written reports.
Forensic Accounting (ACC-325) introduces students to forensic accounting, with a significant focus on fraud examination. In the first half of the semester, we study the elements of fraud and the types of fraud schemes, including fraudulent financial statements, asset misappropriation, corruption, and money laundering. In the second half, we focus on how professionals respond to fraud, emphasizing the legal framework, document analysis, interviewing, and report writing. The demand for fraud examiners and forensic accountants continues to grow in both the private and public sectors. Skills developed in this course will help students in multiple professions, including professional accounting, auditing, criminal investigation, and general business.
In the upper division baccalaureate degree category, 3 semester hours in Business, Accounting, Forensic Accounting, or as a general elective (5/21).
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) (3/24 revalidation).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: compare and contrast models of explaining and deterring fraud; explain the significance of major legislation and regulations in the prevention of Fraud; analyze professional standards that apply to fraud prevention; identify and utilize various tools and techniques used in the detection and investigation of fraud; classify and examine various types of fraud schemes; and examine the types of fraud and fraud schemes that affect business enterprises.
Fraud and Forensic Accounting is a graduate-level course designed expand the students knowledge of the forensic accountant's role in today's economy. Topics covered include fraud detection and fraud investigation techniques, valuation of closely held businesses, lost profits analyses, and various types of litigation support services. Fundamental legal concepts governing expert witness testimony are also examined, and students are required to quantify economic damages in cases.
In the graduate degree category, 3 semester hours in Quantitative Forensic Accounting, Accounting, or Business Administration (6/22).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: discuss the characteristics of human capital management; develop a list of methods and techniques needed for managing human capital; outline the essential administrative processes related to human capital management; explain the new trends in human capital management; describe the characteristics necessary to be a human resource specialist; and summarize the role of human resource managers.
Human Capital Management is a graduate-level course designed to further students' knowledge of managing human capital. Accountability, support systems, and development and growth are necessary to maintain a company's most important resource. The course focuses on connecting business strategy with human capital strategy and the resulting impact on the human resource department. Topics include HR to business alignment, employment branding, managing performance and growth of human capital, effective change management, the evolving role of the HR function and the HR professional, and successful marketing ideas to management.
In the graduate degree category, 3 semester hours in Human Resources Management, Human Capital Management, or Human Capital Analytics (6/22).
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 use 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) (5/23 revalidation).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: discuss the role of financial reporting and its relationship to other disciplines, including economics, finance, operations, and strategy; interpret, test, and evaluate financial statements; examine and interpret financial reporting issues relating to revenues, current and operating assets, investments, liabilities, and shareholders’ equity; and apply fundamental concepts and principles of financial reporting to investigate basic as well as new and different business transactions.
IFRS (International Financial Reporting Standards) and Government Entities is designed expand the students knowledge the financial reporting process and financial statements from a user's perspective. The course focuses on fundamental accounting concepts and principles. Students learn how the economic transactions of a firm are reported in the financial statements and related disclosures. The goal of the course is to provide students with a set of skills that can be used to read and analyze financial statements and to prepare them for other financial accounting and reporting courses.
In the graduate degree category, 4 semester hours in IFRS and Government Entities, Accounting, and Business Administration (6/22).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: evaluate ethical frameworks of professionals and paraprofessionals within students’ own discipline and affiliated disciplines; articulate necessary steps to lead in an ethical manner in their professions and as citizens in a highly complex global environment; examine the intersects of diversity, culture, and organizational environment on the emergence of ethical issues and ethical decision-making; recommend sustainable solutions for ethical issues in their disciplines; and apply leadership techniques in various roles and across disciplines for the benefit of organizations.
This graduate course offers a comprehensive exploration of ethical leadership through an interdisciplinary lens. Ethical leadership is a critical aspect of effective management and governance in various sectors including business, government, non-profit organizations, and academia. Drawing upon insights from philosophy, psychology, sociology, organizational behavior, and political science, this course delves into the complexities of ethical decision-making and leadership in contemporary society. Students engage with foundational theories of ethics, examining concepts such as virtue ethics, deontology, consequentialism, and ethical relativism with emphasis on interdisciplinary perspectives enabling students to understand how factors such as culture, power dynamics, social norms, and institutional structures influence ethical leadership. Special attention is given to the intersectionality of leadership, considering issues of diversity, equity, and inclusion.
In the graduate degree category, 3 semester hours in Business or Leadership (4/24).
Varies (self-study; self-paced).
March 2021 - Present.
Upon completion of this course, students will be able to: apply analytical techniques, supported by generally accepted accounting principles to solve financial reporting issues and recognize ethical issues related to liability and owner equity accounts, including but not limited to, long term bonds and notes payable, common and preferred stock, leases and pensions; analyze, classify and record investments in debt and equity securities, along with related realized and unrealized gains and losses, interest and dividend payments; explain computation of both basic and diluted earnings per share; analyze and record revenue agreements that deviate from recognition at time-of-sale; outline the computation, classification, and reporting of deferred tax amounts arising from differences between financial and tax reporting requirement and explain a more detailed Statement of Cash Flows than those introduced in the introductory financial accounting course.
Intermediate Accounting I is the first course in a two-course sequence that covers financial reporting for external parties. The purpose of financial reporting is to provide meaningful information to individuals and institutions that have an interest in business, whether they be investors, creditors, or managers. It is a company's accounting system that creates and provides this vital information to investors and creditors. Business managers likewise need information produced through financial accounting in making day-to-day operational decisions that improve a company's performance and profitability.
In the upper division baccalaureate degree category, 4 semester hours in Accounting, Intermediate Accounting I, or Business Administration (6/22).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: apply analytical techniques supported by generally accepted accounting principles to solve financial reporting issues and recognize ethical issues related to liability and owners' equity accounts, including but not limited to long-term bonds and notes payable, common and preferred stock, leases, and pensions; analyze, classify and record investments in debt and equity securities and related realized and unrealized gains, losses, interest, and dividend payments; compute basic and diluted earnings per share; analyze and record revenue agreements that deviate from recognition at the time of sale; explain the computation, classification, and reporting of deferred tax amounts arising from differences between financial and tax reporting requirements; explain the need for a more detailed Statement of Cash Flows than that introduced in the introductory financial accounting course.
Intermediate Accounting(ACC-301) is the first course in a two-course sequence that covers financial reporting for external parties. The purpose of financial reporting is to provide meaningful information to individuals and institutions that have an interest in business, whether they be investors, creditors, or managers. It is a company's accounting system that creates and provides this vital information to investors and creditors. Business managers likewise need information produced through financial accounting in making day-to-day operational decisions that improve a company's performance and profitability.
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: discuss accounting for investments by preparing entries and properly recording financial information under a variety of different scenarios; account for and disclose financial information for transactions as they apply to current liabilities and contingencies; discuss the accounting for bonds payable and notes payable by preparing appropriate entries and financial disclosure information for the bonds and notes along with related balance sheet and income statement accounts; analyze and record accounting transactions that apply to income taxes and related accounts on the income statement and the balance sheet; prepare and describe transactions about a company’s leases, for both operating leases and capital leases; explain the different type of entries and financial disclosures required for pension plans and related post-retirement benefits, such as medical insurance; discuss and prepare financial information and transactions as it pertains to stock options and other related equity-type compensation plans; account for a variety of accounting changes and error types found on the financial statements, including prospective and retrospective-type disclosures; apply an introductory knowledge of the accounting for derivatives on the financial statements; and prepare and explain a statement of cash flows, with its categories of cash flows from operating, investing, and financing activities, and discuss and evaluate disclosure requirements for cash flows.
Intermediate Accounting II (ACC-302) is the second of a two-course sequence that covers financial reporting for external parties. Accounting methods and procedures under generally accepted accounting principles (GAAP) and International Financial Reporting Standards (IFRS) will be covered. Topics covered include investments, current liabilities and contingencies, bonds and long-term notes, leases, accounting for income taxes, pensions, shareholders' equity, earnings per share, share-based compensation, accounting errors, and the statement of cash flows. This course is essential for students who wish to pursue a major in accounting.
In the upper division baccalaureate degree category, 3 semester hours in Business, Accounting, or as a general elective (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon completion of this course, students will be able to: discuss accounting for investments by preparing entries and properly recording financial information under a variety of different scenarios; account for and disclose financial information for transactions as they apply to current liabilities and contingencies; outline accounting for bonds payable and notes payable by preparing appropriate entries and financial disclosure information for the bonds and notes along with related balance sheet and income statement accounts; analyze and record accounting transactions that apply to income taxes and related accounts on the income statement and the balance sheet; prepare and describe transactions about a company’s leases, for both operating leases and capital leases; explain the different type of entries and financial disclosures required for pension plans and related post-retirement benefits, such as medical insurance; discuss and prepare financial information and transactions as it pertains to stock options and other related equity-type compensation plans; account for a variety of accounting changes and error types found on the financial statements, including prospective and retrospective-type disclosures; demonstrate an introductory knowledge of the accounting for derivatives on the financial statements; and prepare and explain a statement of cash flows, with its categories of cash flows from operating, investing, and financing activities, and discuss and evaluate disclosure requirements for cash flows.
Intermediate Accounting II is the second course in a two-course sequence that covers financial reporting for external parties. Accounting methods and procedures under generally accepted accounting principles (GAAP) and International Financial Reporting Standards (IFRS) will be covered. Topics covered include investments, current liabilities and contingencies, bonds and long-term notes, leases, accounting for income taxes, pensions, shareholders' equity, earnings per share, share-based compensation, accounting errors, and the statement of cash flows. This course is essential for students who wish to pursue a major in accounting.
In the upper division baccalaureate degree category, 4 semester hours in Accounting, Intermediate Accounting II, or Business Administration (6/22).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: analyze the complexities and challenges of managing human resources within a global context, including cultural diversity, legal frameworks, and economic dynamics; explain the strategic role of international Human Resources in achieving organizational objectives, including talent acquisition, retention, and development strategies tailored to diverse international markets; evaluate the impact of international labor laws, regulations, and compliance requirements on human resource management practices, including recruitment, compensation, and employee relations; and outline the key components in designing and implementing effective expatriate management programs, including pre-departure training, cross-cultural competency development, and repatriation strategies.
This undergraduate course focuses on the realm of International Human Resources, equipping both HR professionals and international managers with a comprehensive understanding of the legal, operational, and effective strategies employed by multinational enterprises in the interconnected world. Participants explore cutting-edge methodologies and industry standards applicable in a global context. Key areas of focus encompass recruitment and staffing strategies, compensation structures, benefits administration, compliance with international labor laws, taxation nuances related to employment, as well as leadership and supervisory techniques within multinational corporations. Additional topics focus on critical aspects such as immigration regulations, the intricacies of permanent residency and temporary work visas, and the formulation of expatriate and repatriation policies, recruitment practices, training methodologies, performance evaluation frameworks and the seamless integration of returning expatriates into home organizations.
In the upper division baccalaureate degree category, 3 semester hours in Human Resources or Business (4/24).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: explain the complexities of the global marketplace and the factors influencing international marketing decisions; evaluate market entry strategies and select appropriate approaches for international expansion; describe international market research and how to apply findings to develop effective marketing strategies; discuss how to adapt product, pricing, distribution, and promotional strategies to diverse international markets; analyze and solve international marketing problems through critical thinking and strategic decision-making; and discuss ethical issues and social responsibility in international marketing practices.
International Marketing is an undergraduate course that provides students with a comprehensive understanding of the principles, strategies, and challenges involved in marketing products and services across international borders. In today's globalized economy, companies must navigate diverse cultural, economic, political, and legal environments to succeed in international markets. This course equips students with the knowledge and skills necessary to address these complexities and capitalize on global opportunities.
In the lower division baccalaureate/associate degree category, 3 semester hours in Marketing, Finance, Business, or International Business (4/24).
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. Instruction focuses on the examination of business ethics from a personal and business perspective. Instructional methods include a 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).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: describe the legal and regulatory framework governing labor-management relations in the United States; describe the history of union-management relationships in the United States and key issues impacting the level of unionization; evaluate the similarities and the differences in the structure and governance of unions and business organizations; describe the process of collective bargaining and the negotiation process, including procedures for resolving impasses; identify and describe the key elements in administering the contract, including progressive discipline; describe the role and process in resolving disputes regarding interpretation and application of the collective bargaining agreement, including the grievance and arbitration procedures; compare and contrast the similarities and the differences among private sector, federal and state public sector labor relations; and identify characteristics of labor relations systems in other countries.
Labor Relations is an undergraduate course that focuses on interactions between labor unions and employers, by exploring the key dimensions of labor history, legal frameworks, and the practice of collective bargaining. Other topics include public sector unionism and global manifestations of union activity; exploration of how labor-management dynamics in the United States have evolved amidst global economic shifts and market internationalization; and strategies for both union resistance and proactive labor relations management.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Business, History, Sociology, or Government/Political Science (4/24).
Varies; (self study; self-paced).
June 2016 - Present.
Upon successful completion of this course, students will be able to: describe 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 their company and the available shareholder remedies; describe 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, study guide, 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, Entrepreneurship, Marketing, Finance, Human Resources, Management or as a general elective (6/16) (5/21 revalidated).
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) (5/21 revalidated).
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) (2/22 revalidation).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: explain the difference between data, information, and knowledge; summarize the impact of Information Systems on basic business processes and the difference between functional and cross-functional data and information availability; describe the significance of implementing security measures for business Information Systems; define the steps to the Systems Development Life Cycle and the roles of professionals in business and computing industries concerning information systems; discuss the nature of the relationships among entities and attributes in a database management system and apply the principle of cardinality; and explain how Information Systems have contributed to the globalization of business.
Management Information Systems is a graduate-level course designed to provide an overview of the knowledge and skills needed to utilize business application software and problem-solving using the software. Students use Information Technology to meet strategic and operational goals, they will acquire the skills necessary to use current end-user software for communication, data transformation, collaboration, and problem-solving and they will expand their knowledge of software and hardware components, information structures, primary business organization and processes, information system security, and networks. Topics include computer systems, management information systems, microcomputer operating systems, word processing, electronic spreadsheets, database management, business graphics, networks, and integrated packages. Industry accepted microcomputer software will be used.
In the graduate degree category, 3 semester hours in Quantitative Management Information Systems, Information Systems Technology, or Business Administration (6/22).
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 overview 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); and related theory and application. Instructional methods include a 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) (3/24 revalidation).
Varies (self-study; self-paced).
December 2022 - Present.
Upon completion of this course, students will be able to: describe how managerial economics is applied; discuss why aggression analyze is used in decision-making; define optimization and utility and how they relate to consumer consumer behavior; assess the relationships between short-run and long-run costs and how they impact consumer pricing; define perfectly competitive markets and explain how they are impacted by substitution; and explain uniform pricing and how it relates to price discrimination and total revenue.
This graduate-level course is concerned with the application of economic principles to key management decisions within organizations and provides guidance to increase value creation and allows a better explanation of the external business environment in which organizations operate. The primary purpose of the course is to develop tools useful in other Anderson courses: economics is a key foundation for much of what is taught in finance, marketing, business strategy and virtually every other course in the MBA program. Managerial Economics is fundamentally a unique way of thinking about problems, issues, and decisions that managers face in each of the functional areas of their organization. This unique way of thinking stresses the importance of incentives as determinants of human behavior and performance and emphasizes the consideration of costs and benefits as an efficient method for reaching economic decisions.
In the graduate degree category, 3 semester hours in Managerial Economics, Advanced Micro Economics, Economics or Business (6/22).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: calculate critical financial ratios taken from financial statements to assess private-sector corporations' liquidity, profitability, and solvency; interpret essential financial ratios taken from financial statements to access the liquidity, profitability, and solvency of private-sector corporations; explain key terns in accounting vocabulary; explain the key ways in which financial accounting information helps make investment and credit decisions; describe accounting’s role in corporate governance; and solve fundamental problems in costing.
Managerial and Financial Accounting is a graduate-level course designed to further the students' knowledge of managerial and financial accounting. This course introduces the concepts of financial reporting, emphasizing interpreting and analyzing financial statements. The course focuses on how corporate financial reports reflect economic events and decrypt and use financial information. This course aims to provide a comprehensive understanding of the interaction between the business environment and managerial accounting. In addition, the course emphasizes the use of accounting information for internal planning and control purposes.
In the graduate degree category, 4 semester hours in Accounting, Managerial Accounting, Accounting, Financial Management, Accountancy, or Management (6/22).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: describe a broad range of diversity aspects and their relevance in today’s work environment; explain the key diversity skills necessary for success; summarize the requirements of a competent diversity training program and distinguish between diversity training and diversity education; discuss the current legal issues related to diversity in the United States workplace; and compare and contrast the views of diversity and the influences and biases that affect decision-making.
Managing Diversity in Organizations is an undergraduate course about diversity consciousness or more than just knowing about different types of people. Topics include race, culture, religion, age, ability, gender, sexual orientation, money, and family; how to work well with different kinds of people and how to be a good boss to a diverse team; skills necessary to working with and supervising a diverse workforce; and obligations and rights of both the employer and employee under the laws against discrimination enforced by Equal Employment Opportunity Commission in the United States.
In the lower division baccalaureate/associate degree category, 3 semester hours in Global Diversity, Career Diversity, or Organizational Inclusion (4/24).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: explain the purpose and methodologies involved in marketing research; assess the ethical considerations inherent in marketing research practices; execute marketing research methodologies to tackle identified marketing challenges or goals; evaluate the benefits and limitations of utilizing secondary data in research; determine appropriate sample sizes and sampling plans for research projects; explain hypothesis testing and its application in utilizing sample information; and analyze the significance of predictive relationships in marketing strategies.
Market Research is an undergraduate course focused on the structured process of designing, gathering, analyzing, and presenting data crucial to the marketing operations within a company. Additional topics include expanding influence of technology in forecasting consumer actions, identifying marketing patterns, tackling marketing challenges, and innovating new offerings.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Marketing, Business Administration, Finance, or Entrepreneurship (4/24).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: discuss the characteristics of human capital management; develop a list of methods and techniques needed for managing human capital; outline the essential administrative processes related to human capital management; explain the new trends in human capital management; describe the characteristics necessary to be a human resource specialist; and summarize the role of human resource managers.
Marketing Management is a graduate-level course designed to further the students' knowledge of managing human capital. Accountability, support systems, and development and growth are necessary to maintain a company's most important resource. This course focuses on connecting business strategy with human capital strategy and the resulting impact on the human resource department. Topics include HR to business alignment, employment branding, managing the performance and growth of human capital, effective change management, the evolving role of the HR function and the HR professional, and successfully marketing ideas to management.
In the graduate degree category, 3 semester hours in Marketing Management, or Business Administration and Management (6/22).
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) (5/21 revalidated).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: compare and contrast the distinguishing features of the nonprofit sector relative to the public and private sectors; describe the role of the nonprofit sector and effective management practice; discuss the unique legal structure of nonprofits and the role of boards in governing them; and outline the process of writing a business plan for a new nonprofit organization.
Nonprofit Management: Theory (BUS-450) introduces nonprofit organizations and the nonprofit sector within which they are embedded and investigates topics such as the nature of the nonprofit sector, diverse kinds of nonprofits in existence, the phenomenon of philanthropy and volunteering, and the legal and public policy frameworks that establish nonprofits organizations and regulate their activities.
In the upper division baccalaureate degree category, 3 semester hours in Nonprofit Management, Business, Leadership, Entrepreneurship, or Management (2/22).
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 activities associated with an organization's operations. It focuses on the essentials of managing operations and quantitative techniques and analysis for business decision making. The course teaches students processes by which to make significant decisions relevant to operations and 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).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: discuss the importance of productivity and competitiveness to both organizations and nations; describe the importance of an effective production and operations strategy to an organization; contrast the various production and design decisions and how they relate to the overall strategies of organizations; explain the importance of product and service design decisions and their impact on other design decisions and operations; discuss quality management practice in organizations and explain how total quality management and six-sigma facilitate organizational effectiveness; describe the relationship of the various planning practices of capacity planning, aggregate planning, project planning, and scheduling; summarize the roles of inventories and the basics of managing inventories in various demand settings.
Operations and Production Management is a graduate-level course designed to further the students' knowledge of operations management's concepts, principles, problems, and practices. Emphasis is on managerial processes for effective operations in goods-producing and service-rendering organizations. Topics include operations strategy, process design, capacity planning, facilities location and design, forecasting, production scheduling, inventory control, quality assurance, and project management. The topics are integrated using a systems model of an organization's operations.
In the graduate degree category, 3 semester hours in Operations Management, Management Science, Production Management, Project Management, Enterprise Integration, Decision Analysis, or Business Administration (6/22).
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, study guide, assigned textbook with reading assignments, 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, Economics, Entrepreneurship, Marketing, Finance, Human Resources, Management or as a general elective (6/16) (5/21 revalidated).
Varies (self-study, self-paced).
March 2024 - Present.
Upon successful completion of the learning experience, students will be able to: discuss the fundamental principles of personal finance, including budgeting, saving, and spending habits; develop effective strategies for managing debt and credit responsibly, including credit card usage and loans; evaluate various investment options and understand the risks and rewards associated with each; analyze insurance coverage and estate planning's importance in safeguarding personal finances and assets; demonstrate proficiency in creating and maintaining a personal budget to achieve short-term and long-term financial goals; and explore the intricacies of taxes and their impact on personal finance, including tax planning strategies.
Personal Finance is an undergraduate course that equips students with the essential financial literacy skills to successfully navigate their personal and professional lives. Topics cover budgeting, saving, investing, debt management, and retirement planning by empowering students to make informed financial decisions.
In the associate/certificate degree category OR In the lower division baccalaureate/associate degree category, 3 semester hours in Business, Management, Marketing, or Finance (3/24).
Version 1 and 2: Varies (self-study; self-paced).
Version 1: August 2018 - April 2023. Version 2: May 2023 - Present.
Version 1 and 2: 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.
Version 1 and 2: 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.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Finance, Accounting, Business, or Business Administration (8/18). Version 2: In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Finance, Accounting, Business, or Business Administration (5/23 revalidation).
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 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) (5/23 revalidation).
Version 1 and 2: Varies (self-study; self-paced).
Version 1: August 2018 - April 2023. Version 2: May 2023 - Present.
Version 1 and 2: 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.
Version 1 and 2: 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.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Accounting, Business, Business Administration, or Finance (8/18). Version 2: In the associate / certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Accounting, Business, Business Administration, or Finance (5/23 revalidation).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: explain project management design, development, and deployment; describe project management tools, techniques, and skills; align critical resources for effective project implementation; discuss the implications, challenges, and opportunities of organizational dynamics in project management; identify and describe the key performance metrics for project success; and summarize how to manage project cost, quality, and deliver.
Project Management (BUS-390) guides students through fundamental project management concepts and behavioral skills needed to success-fully launch, lead, and realize benefits from projects in profit and nonprofit organizations. Successful project managers skillfully manage their resources, schedules, risks, and scope to produce a desired outcome. In this course, students explore project management with a practical, hands-on approach through case studies and class exercises. A key and often overlooked challenge for project managers is the ability to manage without influence—to gain the support of stakeholders and access to resources not directly under their control.
In the lower division baccalaureate/associate degree category, 3 semester hours in Project Management, or Management (2/22).
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 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) (5/23 revalidation). NOTE: Course content overlaps topics covered in Training and Development (BUS-304). Care should be given to avoid duplicative credit.
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: analyze the dynamics of retail and wholesale markets, including consumer behavior, competitive landscape, and emerging trends, to inform strategic decision-making; evaluate the effectiveness of various retail and wholesale management strategies in optimizing sales, profitability, and customer satisfaction; apply principles of merchandising, inventory management, and pricing strategies to enhance product assortment, minimize stock-outs, and maximize revenue; assess the role of technology and e-commerce in transforming retail and wholesale operations and develop strategies to leverage digital tools for business growth; discuss customer-centric approaches and implement effective customer relationship management (CRM) practices to build and maintain loyal customer relationships; analyze supply chain dynamics, including sourcing, distribution, and logistics, and develop strategies to enhance efficiency and responsiveness within the retail and wholesale supply chain; explore the implications of international retailing and global expansion, including cultural considerations, regulatory challenges, and market entry strategies; and evaluate the importance of sustainability and ethical practices in retail and wholesale management and develop strategies to integrate responsible business practices into operational frameworks.
Retail and Wholesale Management is an undergraduate course that focuses on a comprehensive understanding of the principles, strategies, and practices involved in managing retail and wholesale operations. Other topics include the retail and wholesale industries and their evolution, current trends, and future directions; consumer behavior, market trends, and competition to develop effective retail and wholesale strategies; customer-centric approaches, innovation, and adaptability in addressing the challenges and opportunities within the retail and wholesale landscape.
In the lower division baccalaureate/associate degree category, 3 semester hours in Marketing, Business, International Marketing, or Entrepreneurship (4/24).
Varies (self-study; self-paced).
December 2022 - Present.
Upon completion of this course, students will be able to: identify and explain the concept of insurable risk and the methods of avoiding, reducing, or eliminating risk including the use of insurance; explain the legal and regulatory aspects of insurance; list the criteria that may be used to evaluate and select insurance companies and agencies; discuss and explain property, casualty and liability insurance, health Insurance, disability income insurance and long-term care insurance; contrast life insurance needs for personal and business use; summarize taxation of annuities, life, medical and disability insurance; and discuss the role of insurance and risk management as part of the financial planning process.
This is a graduate-level course that explorers personal risk analysis and insurance planning in the context of personal financial planning. Topics include: career issues; contractual and agency legal issues; insurance distribution methods (including the Internet); evaluating insurers; personal risk assessment; risk strategies; alternative risk transfer approaches; annuities, life insurance needs analysis and policy structuring, product analysis; key-person insurance; business continuation applications; life insurance use in income and estate tax planning; applicability of other insurance products (e.g., health, disability, general liability, property and casualty); PPOs, HMOs, HRAs, group insurance plans; workers compensation; relevant aspects of social security and state disability laws; negligence issues; errors and omissions policies; and professional ethics.
In the graduate degree category, 3 semester hours in Risk Management, Insurance, Finance or Business (6/22).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: outline fundamental principles and theories underlying sales management, including sales process dynamics, customer relationship management, and sales forecasting; analyze market trends, consumer behavior, and competitive landscapes to inform strategic sales planning and decision-making; develop skills in sales planning, territory management, and resource allocation to optimize sales team performance and productivity; evaluate different sales management strategies and techniques for building and maintaining customer relationships, including prospecting, lead generation, and customer retention; apply ethical considerations and professional standards in sales management practices, including integrity, transparency, and respect for diversity; cultivate effective communication, negotiation, and persuasion skills to influence purchasing decisions and resolve customer objections; analyze sales performance metrics and Key Performance Indicators (KPIs) to assess individual and team performance, identify areas for improvement and make data-driven decisions. Students develop a strategic mindset for sales leadership, honed their communication and negotiation skills, and gained the confidence to tackle complex sales challenges in a dynamic business environment.
Sales Management is an undergraduate course that focuses on a comprehensive understanding of the principles, strategies, and practices essential for effective sales leadership and management within contemporary business environments. Other topics include sales planning and forecasting, customer relationship management (CRM), sales process optimization, sales team organization and motivation, territory management, sales performance measurement, and ethical considerations in sales; consumer behavior, market dynamics, and the role of technology in sales management. This course prepares students for careers in sales management, business development, marketing, and related fields, equipping them with the tools to drive revenue growth and create value for organizations.
In the lower division baccalaureate/associate degree category, 3 semester hours in Marketing, Management, Finance, Sales, Selling, Sales Management, or Entrepreneurship (4/24).
Varies (self-study; self-paced).
August 2018 - Present.
Upon completion of this course, the student will be able to: utilize the nine steps of the strategic planning process to design a strategic business plan; compare the laws, benefits, and drawbacks of various forms of business entities and ownerships; identify the advantages and disadvantages of buying an existing business and delineate the steps in buying an existing business properly; employ competitive marketing strategies, including customer focus, quality, convenience, innovation, service, and speed; utilize the strategies to achieve success in e-commerce, including designing effective websites, and tracking web results; compare pricing methods and strategies for retailers, manufacturers, and service firms and describe the impact of credit on pricing; analyze financial statements for small companies; use budgeting methods and principles and explain the techniques for avoiding a cash crunch; compare the various sources of funding for a small company and describe the advantages of each; explain the stages in the location decision (choosing the region, the state, the city, and the specific site and the criteria affecting the decision for location).
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) (5/23 revalidation).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: identify the differences and interaction between traditional and social media (both paid unpaid social media); integrate marketing theories, concepts, and principles into a basic framework for social media and online marketing decision processes; analyze information and material that are presented on various online platforms; analyze and evaluate consumer behavior and digital media based on basic theory of social networks online and offline (graph theory, sociology); and analyze B2B marketing on social media and evaluate marketing effectiveness variables (engagement).
Social Media Marketing (BUS-225) provides an in-depth look at Internet social networks, social media platforms and online advertising to offer students an advantage in many positions involving marketing, consulting, and brand management both on the buyer and seller side of social media. Topics include an exploration of theory of online marketing, social media technologies and applications such as Facebook, blogs, Twitter, Wikis, YouTube, etc. The emphasis of the course is on understanding consumers’ social interactions, the various social media channels available to marketers, how to build social marketing strategies, and how to track their effectiveness.
In the lower division baccalaureate/associate degree category, 3 semester hours in Marketing, Business, Media, Communications, or Graphic Arts (2/22).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: critically evaluate issues related to certain tax situations faced by general practitioners; explain gross income as it relates to individual taxation; describe the various tax deductions available to individual tax payers; outline common tax problems faced by general practitioners; discuss the U.S. Federal Tax system; explain the conceptual standards for evaluating tax policies and systems; and contrast how federal tax law apply to business entities and individuals.
Taxation is a graduate-level course designed expand students' knowledge of the of U.S. Federal income taxation system. Topics include the definition of gross income, exclusions from gross income, the requirements for various tax deductions, timing issues, and capital gains and losses, tax treatment of business entities, income tax problems frequently faced by general practitioners, such as the tax aspects of divorce, the taxation of settlements and damage awards, the deductibility of attorney fees, basic tax principles, tax planning, and tax consequences of sales and exchanges.
In the graduate degree category, 3 semester hours in Accounting, Business Administration, Laws in Taxation, Accounting Taxation, Public Accounting or Taxation (6/22).
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) (5/23 revalidation). NOTE: Course content overlaps topics covered in Recruitment and Selection (BUS-303). Care should be given to avoid duplicative credit.
Communications - Coopersmith Career Consulting
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to discuss in-depth knowledge of the ethical and moral issues involved in communication, expected to know the sources, conceptual underpinnings, and conclusions that dictate ethical communication in interpersonal relationships. Using theoretical knowledge, students 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, 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).
Varies (self-study, self-paced).
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: describe the fundamental principles of film form and style, including narrative features, cinematography, editing, and sound; outline the basic formal elements of several film genres and film types, across a range of classic and contemporary U.S. and foreign films, including black-and-white, silent, and/or subtitled movies; analyze to describe what students see and hear when they watch a movie; discuss and write critically and effectively about the ways films move us aesthetically, intellectually, and emotionally.
The Art of Film Watching introduces students to film aesthetics through the analysis of film form and style. The course aims to provide students with fluency in and understanding of film’s unique language as it evolves technologically, historically and generically. Beyond teaching students how to recognize and describe formal choices and techniques, students will be asked to engage in close readings of films, attending to the greater aesthetic significance and stakes of formal choices and innovations evident within a particular film, directorial oeuvre, period, or movement.
In the associate/certificate degree category, 3 semester hours in Liberal Arts, Communications or Film Studies (5/23).
Varies (self-study, self-paced).
April 2024 - Present.
Upon successful completion of the learning experience, students will be able to: recognize how trend research is conducted and used in the fashion industry; describe the emergence and lifecycle of trends in the fashion industry; identify how macro trends impact the development and adoption of new fashions; analyze their own aesthetic response to a garment, look, or fashion collection and relate that response to the larger trend landscape; and describe how trends are impacted by their relationship to the human body, changes in technology, and other trends.
This course teaches students about the process of trend development and adoption in the fashion industry. It begins by exploring how to look at fashion deeply and from multiple perspectives. Topics include tools and techniques of trend research, the factors that influence trends and the cycle of trend adoption and how trends relate to the human body and how trends relate to each other.
In the lower division baccalaureate/associate degree category, 3 semester hours in Fashion Merchandising (4/24).
Varies (self-study, self-paced).
November 2020 - Present.
Upon successful completion of the learning experience, students will be able to discuss in-depth knowledge of the ethical and moral issues involved in communication and know the sources, conceptual underpinnings, and conclusions that dictate ethical communication in interpersonal relationships. Using theoretical knowledge, students will 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).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: describe major social media platforms and the role they place; discuss how to communicate effectively through social media; discuss the role of social media in society; describe the implications of social media for a variety of social issues; explain the effective visual language and how to apply it to build creative social media; and assess social media effectiveness.
Introduction to Social Media (COM-150) takes an in-depth look at the study of social media communications and strategy. Major topics include social media and information networks, social media platforms, user devices, message distribution, and social environments, the rise of social media, its impact on society, and media strategies for engagement.
In the lower division baccalaureate/associate degree category, 3 semester hours in Computer Science, Information Science, Information Systems, Business, or Communications (2/22).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: explore the field of nonverbal communication from a "communication" perspective; examine the key issues, theories, and research findings related to the nature, functions, and development of nonverbal communication; contrast the importance of four basic nonverbal signaling systems: the human body, approached-avoidance signals of space, gaze and touch; facial expressions; and the overlapping channels of voice and gesture; and apply nonverbal communication to everyday encounters, including intimate work and intercultural.
Nonverbal Communication (COM-201) allows students to analyze the effects of nonverbal communication on human interaction. Students use the major theoretical approaches of nonverbal communication and explain how they relate to nonverbal behaviors such as touch, time, environmental contents, physical appearance, and social communication cues and explore how nonverbal communication and everyday encounters intersect to improve communication outcomes.
In the lower division baccalaureate/associate degree category, 3 semester hours in Speech Communications, Business Communications, Education, Human Resources, Management or Marketing (5/21).
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) (3/24 revalidation).
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 enabling students to apply theoretical concepts to “real life” scenarios. Instructional methods include a 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) (3/24 revalidation).
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 on 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 overview 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 a 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) (3/24 revalidation).
Computers 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.
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) (2/22 revalidation).
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; discuss and use 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; explain 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; and discuss the system development life cycle and its application to Web development projects.
This self-study course introduces students to the principles of creating 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).
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 a 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) (3/24 revalidation).
Counseling and Social Work - Coopersmith Career Consulting
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 career counselors face; 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) (5/23 revalidation).
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 which 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, 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) (5/23 revalidation).
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; and 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, while encouraging 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) (5/23 revalidation).
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 provides 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) (5/23 revalidation).
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) (5/23 revalidation).
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. Other topics focus 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) (5/23 revalidation).
Criminal Justice and Law - Coopersmith
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: explain and analyze various psychological and developmental factors that contribute to criminal behavior; recognize the various types of crime and typologies; apply research and theory to understanding concepts; critically analyze the relationship between criminal behavior and mental health; and describe the sources of information and measurements of crime, including their limitations.
Criminal Behavior (JUS-395) is designed to provide an understanding of criminal behavior and antisocial behavior from a psychological perspective. Contemporary research, theory, and practice concerning the psychology of crime will be explored. Students learn about the factors associated with the onset and maintenance of antisocial and criminal behavior.
In the lower division baccalaureate/associate degree category, 3 semester hours in Criminal Justice or Criminal Behavior (5/21).
Varies (self-study, self-paced).
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: explain the basic rules of evidence applicable to criminal cases; discuss various methods for impeaching witness testimony; describe the hearsay rule and its exceptions in detail; conceptualize how documentary and physical evidence is admitted at trial; and summarize the rationale for various evidentiary rules.
Criminal Evidence provides students with an overview of the rules of evidence applicable in criminal cases. Major topics include an overview of the criminal trial process; basic evidence concepts, with particular emphasis placed upon the Federal Rules of Evidence, evidence concepts including, but not limited to witness competency and impeachment, hearsay, admissions and confessions, circumstantial evidence, documentary and physical evidence and the exclusionary rule.
In the upper division baccalaureate degree category, 3 semester hours in Criminal Justice, Political Science, or Pre-Law (5/23)
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: analyze and interpret the diversity of social experience associated with criminology and social justice issues, especially as related to race, class, gender, age sexual preference, religion and nationality; assess competing theoretical approaches to criminology and social justice issues of publics with differing and multiple interests; specify structural or institutional sources of these criminology and social justice issues; propose and assess policies, interventions and/or modes of advocacy to enact positive change; articulate the applicability of employ a range of research strategies; and articulate the ethical and social justice implications of criminology and justice studies.
Criminology (JUS-185) provides an introduction to the field of criminology with an overview of the issues involved in defining, measuring, and explaining crime. Students study the field of criminology, examine general characteristics of crime and criminals, review early and contemporary theories that attempt to explain criminal behavior, and discuss crime in the modern world.
In the lower division baccalaureate/associate degree category, 3 semester hours in Criminology, or Criminal Justice (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: categorize the different types of drugs and their impact on individuals; describe the social implications of drug use in society; analyze the effectiveness of drug control strategies and policies; and differentiate drug types, treatment, and interventions used in the Criminal Justice System.
Drugs, Society, and Criminal Justice (JUS-250 ) is a study of substance abuse and crime. Topics include the history and classification of drug abuse, the impact of drugs on offense, and criminal justice strategies to manage drug abuse; identification of various types of drugs and their effect on human behavior and society, treatment modalities within the criminal justice system, and the impact of drug policy on society.
In the lower division baccalaureate/associate degree category, 3 semester hours in Criminal Justice, Police Science, Public Justice, or Criminal Justice Administration (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: describe the fundamental homeland security management theories; discuss the basic terminology and definitions related to homeland security understanding of emergency management in the United States; discuss the Department of Homeland Security (DHS) and the laws that provide DHS with its authority, including the U.S.A. Patriot Act; compare the critical components of safety and security for homeland security and emergency management; outline the homeland security advisory system and crisis communications; and explore technology and science efforts in homeland security.
Homeland Security and Terrorism (JUS-275) covers the historical and contemporary issues interrelating terrorism, intelligence, and homeland security. The course represents not only a robust scholarly approach to the study of terrorism but also incorporates the real-world experience of federal agents, police officers, and soldiers tasked with preventing the next terrorist attack on the country. It is designed to help students develop a working knowledge of people, ideas, organizations, and current issues in the field. The approach provides students with a unified and cutting-edge understanding of terrorism, intelligence, and homeland security and their interrelationships.
In the lower division baccalaureate/associate degree category, 3 semester hours in Homeland Security (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: describe the history and philosophy of the American criminal justice system; discuss the nature and extent of crime in America; analyze the impact and consequences of crime; evaluate the development, concepts, and functions of law in the criminal justice system; and describe the structure of contemporary federal, state, and local justice agencies and processes.
Introduction to Criminal Justice (JUS-175) is designed to provide an introduction to the criminal justice system with a primary goal of developing a general understanding of the criminal justice system and its response to crime in society today. Students explore crime in the United States, the criminal justice system (policing, courts, and corrections), and several special issues relevant to criminal justice today.
In the lower division baccalaureate/associate degree category, 3 semester hours in Criminal Justice, Police Administration, Forensic Investigations, Financial Crimes Investigations, Cybersecurity, Criminal Intelligence Analysis (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: describe the history and development of forensic science; outline the proper procedures for securing, assessing, and processing crime scenes; describe the proper handling, value, and capabilities of DNA evidence; compare the various types and analysis methods of physical and trace evidence; explain the fundamental analysis of ballistic evidence, tool mark, and other impressions; and discuss the importance of Serology and blood spatter analysis.
Introduction to Forensic Science (JUS-177)) examines the principles, theories, and practices of forensic science utilized within the law enforcement community and the American legal system. Forensic science is the study and application of science to the process of law and involves the collection, examination, evaluation and interpretation of evidence. Students will gain a basic understanding of the scientific and analytical approach to determining the evidence's value related to the court of law.
In the associate degree/certificate category, 3 semester hours in Criminal Justice, Law Enforcement, Forensics, Law, or Forensic Biologic Science (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: outline the core issues and principles governing the operations of the criminal justice system; evaluate theoretical formulations that explain crime, its prevention and control, as well as the operations of the criminal justice agencies; develop in-depth knowledge of justice administration; describe the practices and principles of organization and administration of criminal justice organizations; outline the roles and functions of criminal justice personnel; identify and discuss ethical issues in criminal justice; and list the rights of criminal justice employees.
Justice Administration (LAW-275) is designed to familiarize the student with the theoretical and practical management perspectives embraced by the American criminal justice system. This will include the nature of criminal justice organizations, individual and group behavior within those organizations, processes inherent in those organizations, and areas of criminal justice reform.
In the lower division baccalaureate/associate degree category, 3 semester hours in Justice Administration (5/21).
Varies (self-study, self-paced).
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: discuss differences between the criminal and juvenile justice systems; describe the philosophical approach that led the juvenile justice system to become a system based on rehabilitative ideals; outline the advantages and disadvantages offered by a juvenile system based on treatment versus one based on punishment; explain current crime patterns and discuss the difficulties associated with the measurement of juvenile crime; summarize the effectiveness of court intervention programs; and outline the stages of the juvenile justice system.
Juvenile Justice provides students with an overview of the topic of juvenile justice, with a specific emphasis on the United States juvenile justice system. Other topics include examination of the history of the juvenile justice system, evaluation of how juvenile wrongdoing has been socially constructed as a problem, how the juvenile justice system deals with miscreant and delinquent youth, and exploration of the future of juvenile justice in America.
In the upper division baccalaureate degree category, 3 semester hours in Criminal Justice or Parole Probation, Pre-law, or Administration (5/23).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: describe the origins and development of law enforcement; define traditional policing and police professionalization; provide a fundamental understanding of law enforcement and the law; compare and contrast basic policing functions and units; identify basic responsibilities of patrol and traffic; apply the laws of search and seizure, arrest, and interrogation; apply the principles of investigation and evidence collection; outline police discretion and behavior; examine policing in multicultural communities; describe the concept of policing the police; examine the concepts of community policing and problem solving; analyze the advances in policing and new technologies; and recognize the standards required for police recruitment and retention.
Law Enforcement in the 21st Century (LAW-250) examines difficult decisions that criminal justice professionals and agencies make in an environment of competing interests. The decision making of criminal justice professionals is often impacted by their internal as well as external forces. Emphasis is placed on addressing issues and concerns of our justice process in personal, agencies, social, and criminal justice contexts.
In the lower division baccalaureate/associate degree category, 3 semester hours in Police Science, or Police Administration (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: communicate with individuals using verbal and non-verbal methods that recognize diverse cultures, ethnic groups and non-traditional populations; assess social problems and their dynamics within a multicultural context using critical thinking skills; and perform functions in a criminal justice profession with respect for diversity and the negative impact of racial problems.
Multicultural Law Enforcement (JUS-210) provides a comprehensive familiarization with communication styles, customs, language and behavior patterns of various cultures, ethnic groups, and non-traditional populations as employed by and encountered by criminal justice professions; including police, corrections, parole and probation, juvenile and adult caseworkers, private security, loss prevention, private investigators and 9-1-1 communications.
In the lower division baccalaureate/associate degree category, 3 semester hours in Criminal Justice, Police Science, or Police Administration (5/21).
Culinary and Hospitality - Coopersmith Career Consulting
Varies (self-study; self-paced).
Version 1: August 2018 - April 2023. Version 2: May 2023 - Present.
Version 1 and 2: 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.
Version 1 and 2: 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.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Hospitality, Culinary Arts, or Introduction to Bar and Beverage Management (8/18). Version 2: In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Hospitality, Tourism, Culinary Arts, or Introduction to Bar and Beverage Management (5/23 revalidation).
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 and 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 a 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).
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) (5/23 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 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).
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 Food Cost Control, Hospitality, Restaurant Management, Culinary Arts, Catering or Resort Management (8/18) (5/23 revalidation).
Varies (self-study; self-paced).
Version 1: August 2018 - April 2023. Version 2: May 2023 - Present.
Version 1 and 2: 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.
Version 1 and 2: This course introduces students to the world of food styling, plating, food photography, props, and 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.
Version 1: In the upper division baccalaureate degree category, 3 semester hours in Event Planning or Hospitality (8/18). Version 2: In the associate/certificate degree category OR in the lower division baccalaureate degree category, 3 semester hours in Event Planning or Hospitality (5/23 revalidation).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: evaluate the advantages of cooking and eating vegan; apply nutritional principles of clean eating to their diet; analyze the various elements in a variety of carbohydrate based ingredients; and convert an unhealthy recipe into a healthy one using plant-based substitutions.
The History and Health Benefits of Vegan Cooking (CUL-280) explores the foundation and benefits of cooking vegan and the history behind this new phenomenon. Topics include how to obtain protein power from plants, clean vegan eating, minding minerals and the two faces of carbohydrates. Included in this course is the historical perspective of where food comes from with a narrative by Michael Twitty, an acclaimed food historian, author and a practicing vegan.
In the associate/certificate degree category, 3 semester hours in Culinary Arts or Food Studies (2/22).
- Formerly Hotel Sales and Marketing (BUS-222); Hotel Sales and Marketing (HOS-222)
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).
Varies (self-study; self-paced).
Version 1: August 2018 - April 2023. Version 2: May 2023 - Present.
Version 1 and 2: 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.
Version 1 and 2: 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.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Advanced Culinary Arts or International Cuisines (8/18). Version 2: In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Advanced Culinary Arts or International Cuisines (5/23 revalidation).
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; identify 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. Students are introduced 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) (2/22 revalidation).
Varies (self-study; self-paced).
July 2022 - Present.
Upon completion of this course, students will be able to: describe the history of beer and its origins in Mesopotamia, Europe and Canada; outline the proper techniques in beer making including the use of quality ingredients and their nutritional benefits; discuss the importance of the craft beer movement in the United States and its impact on the beverage industry; and compare and contrast major breweries and microbreweries and the importance of each.
Introduction to Beer and Beer Making (CUL-220) is an undergraduate self-study course that culminates with a final exam. This course examines the history of beer dating back to the Mesopotamian era, its journey to Europe and the United States and its nutritional benefits. Topics include how beer making has become a substantial hobby, culture and how it has impacted the beverage industry and the economy.
In the lower division baccalaureate/associate degree category, 3 semester hours in Brewing Science, Food Science, Introduction to Beer Making, or Cultural Studies, or Fermentation History (6/22).
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: outline 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; and 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).
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; describe different 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).
Cultural Studies - Coopersmith Career Consulting
Varies (self-study; self-paced).
July 2022 - Present.
Upon completion of the course, students will be able to: describe the relationship between race, class, and ethnicity in the culinary and hospitality fields; determine the importance of family and generational traditions and cross-cultural influences in meal and menu formulation; explain how examining bias, socialization and inequity can encourage partnerships; and compare and contrast changing and evolving societal perceptions when opening a restaurant in a diverse city.
History of Culture and Cuisine in the South and its Effect on Society (MCS-210) is an undergraduate self-study course that culminates with a final exam. This course examines the history of bias, racism, culture and diversity in the culinary and hospitality industry and how regional cooking and food can meld two races and have them become harmonious in both business and existence.
In the lower division baccalaureate degree category, 3 semester hours in Cultural Studies, General Studies or History (6/22).
Varies (self-study; self-paced).
December 2021 - Present.
Upon completion of this course, students will be able to: describe the relationship between a genre and society; determine the importance of the family nucleus and how it is derived by television and the media; identify how sitcoms have influenced political decisions and affiliations; and compare and contrast changing technology, the future and societal changes.
History of Sitcoms is a self-study course that culminates with a final exam. This course examines the history of sitcoms and comedies as a genre and their role in society, media, and arts. Topics include politics, humor as a tool for social engineering, the family unit, civil rights, generations, and the future in media.
In the lower division baccalaureate/associate degree category, 3 semester hours in Cultural Studies, General Studies or History (6/22).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: investigate, explain, apply, and analyze the role of stereotypes in human relationships and how and why they develop; compare, explain, and analyze the concepts of race, ethnicity, culture, acculturation, class, heritage, gender, sexual orientation, religion, minority group and dominant groups; assess and evaluate racism, sexism, prejudice, and discrimination and examine how and why they develop and what we can do to eradicate negativity and perceived prejudices; compare and evaluate the principal demographic characteristics of the population of the United States; describe, analyze and evaluate how various aspects of culture, art music, and literature, media, and performing arts institutions, inform our understanding of pluralism and diversity and contribute to society; analyze and evaluate the major policies of “dominant groups” toward minority groups and why this term may or may not be utilized in society; and describe, examine, analyze and evaluate the rationale for all citizens to embrace the existing and growing diversity of our society in the United States.
Introduction to Multicultural Studies (MCS-101) introduces students to a survey of the major topics involved in the existing and growing diversity in American society and examines the increasingly important issues of cultural, ethnic and racial diversity as well as gender and class differences in the United States. Students explore the unique links that exists between pluralistic politics and the social, cultural and economic diversity of Americans. The course analyzes the complexity of American society from a variety of perspectives using reading materials from many disciplines, including history, the social sciences and literature.
In the lower division baccalaureate/associate degree category, 3 semester hours in Anthropology, History, Multicultural Studies, Sociology, or as a General Elective (5/21).
Education - Coopersmith Career Consulting
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 student learning outcomes; 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 writing 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 gain a deeper understanding of best practices related to developing literacy. Additionally, students 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).
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: analyze children’s literature using 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) (5/23 revalidation).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: identify the goals of behavior analysis as a science: description, prediction, and control; explain the philosophical assumptions underlying behavior analysis: selectionism, determinism, parsimony, and pragmatism; define critical concept related human psychological development and provide specific examples; explain the role of assessment in applied behavior analysis; evaluate procedures for assessing the social significance of target behaviors; analyze the measurable dimensions of behavior; identify and describe the elements of useful scientific measurement; create and evaluate appropriate graphic representations of behavioral data; systematically manipulate independent variables and analyze their effects on treatment; study the effects of various independent variables using the reversal design, multi-element design, and their variants; compare and contrast positive and negative reinforcement and their application in a classroom setting; investigate behavior analytic perspectives on punishment as a behavior analytical technology; identify methods of implementing different behavior interventions; define “concept” and describe how stimulus generalization and discrimination contribute to concept formation; classify intraverbals by simple, compound, conditional, and function altering verbal biases and reinforcers controlling the response; describe ways that behavioral organizations can create a culture of ethical practice; and analyze instructional tactics for promoting generalized behavior change.
Applied Behavior Analysis for Early Learners (EDU-380) teaches participants foundational concepts related to the social behavior and interactions of children and explains strategies for analyzing and managing relationships with students by examining factors that influence human behavior and the development of children’s social identities and learn about research-based methods for analyzing student behavior and supporting the behavioral development of children. The readings and practice materials are designed to provide students with a firm foundation of the principles of child psychology and behavioral development. Students gain critical knowledge and understanding of human behavior and managing student relationships and explore strategies for nurture developmentally appropriate behaviors and attitudes in early learning environments.
In the upper division baccalaureate degree category, 3 semester hours in Applied Behavior Analysis or Education (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: define inclusive education and its importance as an educational practice; explain the major components and framework of special education assessment; compare and contrast methods of diagnosing learning disorders; analyze assessment measures for students with special learning needs; investigate the critical factors associated with creating a classroom environment that facilitates effective content area instruction, behavior management, and assessment of student learning; and analyze the individualized assessment plan professionals use in discussion regarding determination of eligibility.
Assessing Students with Special Needs (EDU-340) teaches participants how to assess the learning of children with exceptional needs. Course participants develop an understanding of current best practices and strategies for assessing students with exceptional learning needs. The readings and practice materials are designed to engage course participants in critical thought in order to develop the knowledge, skills, and dispositions that are necessary for them to meet the needs of exceptional learners. Students explore the importance of curricula and proper assessment strategies in meeting the individualized needs of students with exceptional learning needs.
In the upper division baccalaureate degree category, 3 semester hours in Special Education or Education (5/21).
Varies (self-study; self-paced).
May 2023 - Present.
Upon completion of this course, students will be able to: describe how formative and summative assessment methods are appropriate for instructional decisions; explain the process of administering, scoring, and interpreting the results of both externally-produced and teacher-produced assessment methods; discuss how to use assessment results when making decision about individual students, planning teaching, developing curriculum, and school improvement; explain how valid pupil grading procedures that use assessment results; and describe the unethical, illegal, and inappropriate assessment methods and uses of assessment information.
Assessment for the Secondary Classroom provides secondary school educators with the professional knowledge necessary to integrate classroom assessment into instructional planning to improve student learning. The course discusses methods for planning assessments that are integrated with instruction, crafting assessment tools, crafting scoring rubrics, formative assessment and feedback, grading and evaluating students, assessing higher-order thinking, interpreting state-mandated and other standardized test scores, and aligning assessment with state standards. The course also discusses attributes of assessment practices such as reliability and validity.
In the upper division baccalaureate degree category OR in the graduate degree category, 3 semester hours in Early Childhood Education or Elementary Education, Teacher Education, or PreK -12 certification. (5/23).
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) (2/22 revalidation).
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 Positive Behavioral Interventions and Supports (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: introduction to the essential elements and principles of classroom management, including behavior, motivation, discipline, communication, and engagement strategies, variety of classroom management skills to maintain 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).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: explain the critical role that teachers play in helping students to think and learn with text; analyze strategies to integrate new literacies across content area subjects; describe how new literacies can be integrated across content area subjects; discuss ways to respond to linguistic and cultural differences in the classroom and promote academic achievement for all learners; analyze high stakes and authentic assessments and explain how instructional assessment is a continuous process; describe ways to bring students and texts together through instructional plans; create supportive context for active student engagement, inquiry-based learning, and collaboration; investigate classroom strategies that activate students’ background knowledge to increase engagement; explain how giving students multiple opportunities to learn how words are conceptually related to one another promotes reading comprehension; explain the purpose of writing to learn and how writing to learn strategies support students content knowledge; describe how writing facilitates learning by helping students to explore, clarify, and reflect upon the ideas and concepts encountered in texts; synthesize the different ways in which students can respond to what they read.
Content Area Reading and Interdisciplinary Instruction (ECE-235) introduces students to strategies and best practices for teaching reading and learning across the curriculum. Course participants examine factors that influence literacy development. The readings and practice materials are designed to develop the skills that are necessary to effectively integrate literacy across content are subjects. Students gain a deeper understanding of literacy instruction, assessment, and pedagogy and explore strategies for developing vocabulary and concepts and writing across the curriculum.
In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education, Reading, Middle and/or Secondary Education, Educational Leadership, Special Education (5/21),
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) (2/22 revalidation).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: explain the key concepts of diversity and the purpose of studying diversity; analyze the frameworks for illustrating cultural identity; identify teaching strategies to promote positive responses to diversity; explain race from sociopolitical and historical perspectives; identify successful approaches to supporting linguistically diverse children; investigate the potential for challenges and resiliency connected to socioeconomic status; evaluate strategies for support children from lower SES backgrounds; explain the context of religions and spirituality within families, schools, and across the United States; describe demographic contexts and diverse family structures; explain concepts of ability and disability in a historical and social context; identify the responsibilities of professionals in meeting all children’s needs in program and school settings; synthesize evidence-based decisions that inform culturally and individually relevant practice; and evaluate instructional strategies that support diverse learners.
Cultural Diversity in the Classroom (EDU-330) teaches participants strategies for teaching through the lens of culturally responsive pedagogy. Students examine instructional strategies for teaching diverse populations. The readings and practice materials are designed to develop the cultural competency skills necessary to engage students with diverse background. Students will gain a deeper understanding of important differences among students, and strengths within families, communities, and programs and they explore strategies for making instructional decisions that reflect culturally responsive pedagogy.
In the upper division baccalaureate degree category, 3 semester hours in Education (5/21).
Varies (self-study, self-paced).
March 2024 - Present.
Upon successful completion of the learning experience, students will be able to: discuss teacher-directed instructional activities that can be applied in a classroom setting with secondary students who have been identified as having diverse learning needs; explain how to adapt an existing lesson plan to meet the diverse developmental needs of described learners; describe the specialized and general reading, writing, and mathematics methods used in inclusive and specialized educational settings; outline how to prepare an Individualized Education Program (IEP) for a described secondary student with special learning needs; summarize the evidence-based instructional strategies that can be used to meet the individual and diverse developmental needs of students with exceptionalities; and contrast the components of a comprehensive instructional plan including a PLAAFP statement, IEP goals, accommodations, and a lesson plan for a student with an exceptionality.
This undergraduate course is designed to teach students how to develop and discuss the utilization of appropriate classroom procedures, strategies, methods, curriculum, and materials for teaching secondary students with learning, emotional, and intellectual disabilities along with other areas of exceptional educational needs. The IEP process and writing of student-appropriate IPEs will be presented, reviewed, discussed, and applied in this course. Topics include how to teach reading, written language, and mathematics to students with exceptionalities.
In the upper division baccalaureate degree category, 3 semester hours in Education, Special Education, Educational Studies, Educational Psychology, Social Behavioral Sciences, or Curriculum and Instruction (3/24).
Varies (self-study, self-paced).
March 2024 - Present.
Upon successful completion of the learning experience, students will be able to: discuss teacher-directed instructional activities that can be applied in a classroom setting with young students who have been identified as having diverse learning needs; explain how to adapt an existing lesson plan to meet the diverse developmental needs of described learners; describe the specialized and general reading, writing, and mathematics methods used in inclusive and specialized educational settings; outline how to prepare an Individualized Education Program (IEP) for a described student with special learning needs; summarize the evidence-based instructional strategies that can be used to meet the individual and diverse developmental needs of students with exceptionalities; and contrast the components of a comprehensive instructional plan including a PLAAFP statement, IEP goals, accommodations, and a lesson plan for a student with an exceptionality.
This undergraduate course is designed to teach students how to develop and discuss the utilization of appropriate classroom procedures, strategies, methods, curriculum, and materials for teaching young students with learning, emotional, and intellectual disabilities along with other areas of exceptional educational needs. The individualized education plan (IEP) process and writing of student-appropriate IEPs will be presented, reviewed, discussed, and applied in this course. The areas of focus include how to teach reading, written language, and mathematics to students with exceptionalities.
In the upper division baccalaureate degree category, 3 semester hours in Education, Special Education, Educational Studies, or Educational Psychology (3/24).
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) (2/22 revalidation).
Varies (self-study; self-paced).
May 2023 - Present.
Upon completion of this course, students will be able to: plan lessons that reflect an understanding of students developmental characteristics and needs; develop instructional goals and objectives that are clear, relevant, meaningful, and age-appropriate; apply different approaches to learning that students may exhibit and what motivates students to become active, engaged learners; identify the characteristics and skills necessary for exemplary educational leadership; clarify the role of the school leader by analyzing how leadership skills influence and drive the inner workings of the school community; analyze the components behind making sound educational decisions; summarize techniques for approaching and implementing change; and discern the roles of local, state and federal relationships and the corresponding influence upon school structure and function.
Educational Administration provides an introduction to school administration, including a basic knowledge of administrative doctrine and other concepts that inform and strengthen leadership behavior. Course participants will examine leadership skills and attributes and how those skills influence the variety of interrelationships and situations school leaders face. The challenges presented by the school setting and other environmental forces will also be discussed. Relationships with local, state and federal agencies will be investigated. Participants will reflect upon the practical application of these critical theories.
In the upper division baccalaureate degree category OR in the graduate degree category, 3 semester hours in Early Childhood Education or Elementary Education, Teacher Education, or Graduate Teacher Education Program in Administration (5/23).
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, 3 semester hours in Early Childhood Education or Elementary Education (6/17) (2/22 revalidation).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: analyze the theories that influence early childhood program; develop their own philosophy of early childhood education; describe developmentally appropriate practices and identify essential practices for teaching in inclusive early childhood classrooms; identify the primary roles for early childhood professionals and the expectations for twenty-first-century teachers; explain critical, contemporary issues that influence the practice of early childhood education; describe the characteristics of a culturally diverse classroom; explain the importance of mental health and identify strategies to prevent violence, bullying, racism, and abuse; outline early learning theories, program models and developmentally appropriate practices; explain assessment and its purposes; investigate some of the current issues associated with assessment; explain how to integrate technology in an early childhood program; explain how to support the psychosocial, emotional, motor, cognitive, and language development of infants and toddlers, preschoolers, and students in primary grades; evaluate the key foundational practices of guiding behavior in a community of learners; describe the teacher’s role in accommodating diverse learners in an inclusive classroom; and construct strategies for communicating and collaborating with families.
Foundations of Early Childhood Education (ECE-240) teaches participants strategies and best practices for teaching early childhood education. Course participants examine factors that influence early childhood learning. The readings and practice materials are designed to develop the skills necessary to effectively deliver instruction and support for early childhood elementary students. Participants gain a deeper understanding of the theories, program models, and developmentally appropriate practices for students in early childhood education. Additionally, students explore strategies for intentional teaching and differentiated learning for a diverse population.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education or Early Childhood Education (5/21).
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) (5/21 revalidation).
Varies (self-study, self-paced).
March 2024 - Present.
Upon successful completion of the learning experience, students will be able to: develop a teaching philosophy that reflects appropriate attitudes toward working with secondary students with disabilities, delays, and/or risks and their families; outline the state and federal laws, legislations, and regulations relative to early intervention and education of secondary students with disabilities, delays, and/or risks and their families; identify and discuss the multicultural perspectives related to early intervention and inclusive education of older children with disabilities, delays, and/or risks and their families; summarize and discuss the roles of those who work with and on the behalf of older children with disabilities, delays, and/or risks and their families; discuss the definition, prevalence, identification, and characteristics of older children with disabilities, delays, and/or risks; compare the evidence‐based practices for working with older children with disabilities, delays, and/or risks and explain how assessment of secondary students with special needs varies from a child without special needs.
This undergraduate course provides a historical and contemporary overview of the special education process while focusing on various types of learners with special needs including students with disabilities, gifted learners, and children at risk. Topics include legal requirements and laws, partnering with parents/families, categories of exceptionality, identification and intervention, collaboration, and research-based best practices, including Response to Intervention (RTI) and Universal Design for Learning (UDL).
In the lower division baccalaureate degree category, 3 semester hours in Education, Special Education, Educational Studies, or Educational Psychology (3/24).
Varies (self-study, self-paced).
March 2024 - Present.
Upon successful completion of the learning experience, students will be able to: develop a teaching philosophy that reflects appropriate attitudes toward working with young children with disabilities, delays, and/or risks and their families; outline the state and federal laws, legislations, and regulations relative to early intervention and education of young children with disabilities, delays, and/or risks and their families; identify and discuss the multicultural perspectives related to early intervention and inclusive education of young children with disabilities, delays, and/or risks and their families; summarize and discuss the roles of those who work with and on the behalf of young children with disabilities, delays, and/or risks and their families; discuss the definition, prevalence, identification, and characteristics of young children with disabilities, delays, and/or risks; compare the evidence‐based practices for working with young children with disabilities, delays, and/or risks; and explain how assessment of young children with special needs varies from a child without special needs.
This undergraduate course provides a historical and contemporary overview of the special education process while focusing on various types of learners with special needs including students with disabilities, gifted learners, and children at risk from preschool through grade six. Topics include legal requirements and laws, partnering with parents/families, categories of exceptionality, identification and intervention, collaboration, and research-based best practices, including Response to Intervention (RTI) and Universal Design for Learning (UDL).
In the lower division baccalaureate degree category, 3 semester hours in Education, Special Education, Educational Studies, or Educational Psychology (3/24).
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) (5/23 revalidation).
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) (5/23 revalidation).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: analyze the programs that serve infants, toddlers, and families, the importance of a knowledgeable professional, and how to apply the relationship-based approach; describe implications for families and teachers in the diversity of family structures; explain the meaning of relationship-based theory, transactional and unified theory, biological systems theory, and ecobiodevelopmental theory; describe the major points of emotional and social development theories; explain how observation is a part of the assessment and the different types of assessment strategies; investigate the development of the fetus through the third trimester; explain the history and importance of attachment relationships and emotional learning and the effects of maternal depression; identify aspects of knowing the child—social development: communication, play, prosocial behavior, and conflict with peers and special needs; analyze how infants and toddlers develop cognitively within relationships, including cultural influences, the approaches to learning, the concepts they learn, and strategies to support learning; describe the basic policies and procedures necessary to keep infants and toddlers in group care safe and healthy; explain how to create a family and culturally sensitive program; create a responsive, relationship-based environment, including quality learning spaces, equipment, toys, and materials; analyze strategies and programs that are effective with children who exhibit challenging behavior and experience mental health issues; analyze how early development and learning programs can be effective in natural environments; evaluate key aspects of being an infant-toddler teacher, including the nature of the relationships with children, families, colleagues, and yourself; explain the elements of a relationship-based, reflective program, including the 3R approach (respect, reflect, and relate), reflective supervision, and mentoring and being mentored.
Infant and Toddler Development and Care (ECE-325) teaches participants strategies and best practices for infant and toddler development and care. Course participants examine factors that influence the emotional and social development of infants and toddlers. The readings and practice materials are designed to effectively develop the necessary skills students need to understand and promote learning for infants and toddlers. Students study and examine the theories, program models, and developmentally appropriate practices for students in early learning. Additionally, students explore basic policies and procedures necessary to keep infants and toddlers in group care safe, healthy, and developing.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Early Childhood Studies (5/21).
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, 3 semester hours in Early Childhood Education or Elementary Education (6/17) (2/22 revalidation).
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) (2/22 revalidation).
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 (11/20).
Varies (self-study, self-paced).
March 2024 - Present.
Upon successful completion of the learning experience, students will be able to: analyze the principles of Universal Design for Learning (UDL) and differentiate between various instructional approaches to effectively address the diverse needs of students with disabilities in preschool through sixth-grade settings; evaluate the efficacy of different behavior management techniques in fostering positive learning environments for students with disabilities, considering individual differences and the impact of environmental factors; synthesize the role of assistive technology in supporting students with disabilities across various developmental stages, and design instructional activities that integrate appropriate assistive technology tools to enhance learning outcomes; critically examine legal and ethical considerations in special education, including relevant legislation such as the Individuals with Disabilities Education Act (IDEA), and develop strategies to ensure compliance while promoting equity and inclusion in educational practices; and demonstrate cultural competence and sensitivity in creating inclusive learning environments that respect the diverse identities and backgrounds of students with disabilities, and collaborate effectively with families, educators, and other professionals to support holistic development and academic success.
This undergraduate courses equips students with the knowledge and skills necessary to create inclusive learning environments that cater to the diverse needs of young learners with disabilities. Grounded in principles of inclusive education and educational psychology, the course emphasizes the importance of understanding individual differences and implementing effective strategies to support students with disabilities in preschool through sixth-grade settings. Key topics include Universal Design for Learning (UDL), differentiated instruction, behavior management techniques, assistive technology, collaboration with families and other professionals, and legal and ethical considerations in special education. Students will examine the role of cultural competence and sensitivity in creating inclusive environments that honor the identities and backgrounds of all learners.
In the lower division baccalaureate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Education, Special Education, Educational Studies, Inclusion Education, Education for Pre-K-6th grade or Educational Psychology (3/24).
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: interpret factors that influence the effective teaching of mathematics; investigate what it means to "do mathematics"; 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; explain 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; and 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).
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) (5/23 revalidation).
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 aligned to standards that 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 promoting active inquiry learning; explain how understanding science ideas means being able to explain, to interpret, to apply and adapt knowledge; describe 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; explain 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)
,Title changed 11/23 to fulfill requirements for TEACH in NYS.
- Formerly Teaching Elementary Social Studies (EDU-410)
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: create effective plans for implementing social studies lessons in the elementary classroom; explain social studies education in regard to curriculum patterns, classroom environments, and roles of the teacher; investigate the role of democracy and citizenship in social studies education; describe strategies that promote a culturally responsive learning environment; explain how curriculum standards may be applied to the social studies disciplines; describe learner-, society-, and knowledge-centered approaches to organize a social studies curriculum; explain how social, emotional, cultural, and educational factors interact to influence English language development in school; analyze the sequential progress of lessons directed toward the development of a theme in an effective unit; identify direct and indirect instructional strategies that are used in effective learning environments; investigate authentic assessments that improve teaching and learning; describe strategies to improve metacognition and inquiry in the social studies classroom; describe how to differentiate instruction to meet the varied needs of English learners; synthesize a variety of projects that can be incorporated in an interdisciplinary unit of study; describe how students can become map-makers rather than map-readers; explain the importance of studying history; describe strategies that promote literacy in social studies curriculum; and identify the keys to reflective thinking.
Teaching Elementary Social Studies (EDU-410) teaches participants strategies and best practices for teaching social studies to elementary students. Course participants examine instructional strategies that promote citizenship. The readings and practice materials are designed to develop the skills necessary to effectively deliver social studies education to elementary students. Students gain a deeper understanding of instructional strategies and tools for classroom application. Additionally, students explore strategies for developing lessons and units that align with district, state, and national standards.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Early Childhood Education, Educational Leadership, Middle and Secondary Education (Social Studies), or Special Education (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: describe the shifting interactions of educators with students, schools, and technologies as a 21st century technology-using teacher; analyze key issues and trends in the field of educational technology while assessing readiness to become a technology-using educator; explore ways unique, powerful technologies can transform teaching and learning in schools; integrate technology in planning, delivering, and evaluating learning experiences for students; develop strategies for successfully utilizing technology and creating change in schools as a teacher leader; teach students how to research and critically evaluate online information as responsible digital citizens; explore methods for using web-based information curation tools, digital content, and inquiry-based and exploratory learning websites and apps to develop online learning experiences demonstrate the ability to use physical and digital technologies, including apps, digital games, and simulations to promote problem solving and inquiry learning; analyze the use of blogs, Wikis, Twitter, and classroom and teacher websites to enhance learning through online interaction and collaboration; utilize multimedia technologies innovatively and creatively to open access to learning for all students; explain how teachers can use digital technologies to differentiate instruction and promote learning success for all students, including culturally and linguistically diverse learners, students with special educational needs, and young writers from preschool to high school; and describe how teachers can use digital portfolios, polls and quiz games, student feedback surveys, democratic classrooms and other assessment strategies to involve teachers and students in self-evaluation and reflection of their learning.
Supporting Children with Instructional Technology (EDU-320) assists participants with developing the skills and competencies need to be successful as a 21st century teacher. Students examine best practices for teaching and learning with various types of educational technology. The readings and practice materials are designed to help participants develop the skills necessary to design instruction with technology and effectively integrate technology into their classroom instruction. Course participants will gain a deeper understanding of how to use technology as a tool for supporting student centered instruction. Additionally, participants explore strategies for assessing student learning through the use of technology.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Early Childhood Education, Educational Leadership, Middle and Secondary Education, or Special Education (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: explain how cultural differences may affect the way your students respond to you and to your efforts to teach them; describe policy trends affecting English learner education; discuss theories that have been proposed to explain first and second language acquisition; explain how social, emotional, cultural, and educational factors interact to influence English language development in school; explain how curriculum standards may be applied in classrooms serving English learners; describe how to differentiate instruction to meet the varied needs of English learners; explain how English learners are assessed and for what purposes; give classroom examples of new literacies, and discuss how they can be used to benefit English learners; describe strategies that promote oral, vocabulary, literacy, and writing language development for English language learners; investigate classroom strategies that promote English learners’ early literacy development; analyze assessment strategies to determine students’ progress in English language acquisition; describe strategies that promote content area reading comprehension and writing; and explain how to differentiate instruction for English learners.
Teaching English as Second or Other Language (EDU-360) will teach participants strategies and best practices for teaching English as a second or other language. Course participants will examine the factors that influence language and language acquisition. They will also learn about the population of English language learners (ELLs) in schools in the United States and their experiences. The readings and practice materials included in this course are designed to develop the skills that are necessary to effectively support ELL’s and implement best practices in ESOL education. Students will gain a deeper understanding oral language development and the process of learning to read and write in a foreign language. Additionally, students will explore strategies for supporting ELLs in content area reading and writing.
In the upper division baccalaureate degree category, 3 semester hours in Education or Teaching English as a Second Language. (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: create effective plans for integrating technology into instruction; design effective online learning environments; identify effective web-based tools and software for facilitating instruction; determine which types of educational technology are best suited for instructional activities; describe what makes a high-quality digital learning environment; analyze the advantages and potential issues with online instruction; describe strategies for leveraging technology to meet the needs diverse learners; demonstrate the ability to integrate web-based technologies into a lesson plan; discuss criteria for effectively using technology in the classroom; explain the strategies for troubleshooting and addressing issues with technology; explain how to design digital learning environments for different diverse learner; and describe how the use of technology in the classroom is likely to evolve in education.
Teaching and Learning with Technology (EDU-372) will teach participants strategies for digital teaching and learning and best practices for integrating technology into their instructional practices. Course participants will examine best practices for teaching and learning with various types of educational technology. The readings and practice materials included in this course are designed to develop the skills that are necessary to delivery digital instruction and effectively integrate technology resources into their classroom instruction. Students will gain a deeper understanding of how to develop effective online and blended instruction. Additionally, students will explore strategies for assessing student learning through the use of technology.
In the lower division baccalaureate / associate degree category, 3 semester hours in Education, Early Childhood Education, Educational Leadership, Middle and Secondary Education, or Special Education (5/21).
Varies (self-study; self-paced).
May 2023 - Present.
Upon completion of this course, students will be able to: describe the skills and personality traits of effective teachers and explain their importance; use professional language to describe curriculum, instruction, and assessment; describe the principles of effective teaching necessary to evaluate their own teaching and the teaching of others; apply principles of effective teaching to make wise professional judgments; describe specific strategies to address student diversity in the secondary school; discuss how to evaluate examples of research-based teaching strategies for teachers; and apply principles of assessment and classroom management to practical classroom situations.
Teaching Methods for the Secondary Classroom provides secondary school educators with the professional knowledge necessary for successful teaching. The courses focuses on understanding theories and strategies that address the needs of the diverse population that compose today’s classroom. Topics include diversity issues, planning techniques, effective teaching strategies, differentiated instructional and assessment strategies, motivations; concepts, and informal and formal assessment practices.
In the upper division baccalaureate degree category, 3 semester hours in Education (5/23).
Varies (self-study; self-paced).
March 2021 - 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 Special 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; analyze how collaboration and teaming can be used as tools to more effectively implement best practices in inclusive education; investigate the critical factors associated with creating a classroom environment that facilitates effective content area instruction, behavior management, and assessment of student learning; explore that 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 explore how equity, diversity, and achievement gaps should be considered when guiding all children to learn science.
Teaching Students with Learning and Behavior Disorders Needs (EDU-370) teaches participants how to create a learning environment that that meets the needs of children with exceptional learning needs and emotional-behavioral disorders. Course participants develop an understanding of current best practices, historical trends, and emerging challenges related to educating students with exceptional learning needs and emotional-behavioral disorders. The readings and practice materials are designed to engage course participants in critical thought in order to develop the knowledge, skills, and dispositions necessary for them to meet the needs of exceptional learners and manage classrooms with students with and emotional-behavioral disorders. Students gain a deeper understanding of the foundations of special education and the elements of effective inclusive education and explore the importance of curricula, proper assessment strategies, and classroom management techniques in meeting the individualized needs of students with exceptional learning needs and emotional-behavioral disorders.
In the upper division baccalaureate degree category, 3 semester hours in Special Education or Education (5/21).
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.
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) (2/22 revalidation).
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) (3/24 revalidation).
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; and 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 and 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).
Varies (self-study; self-paced).
November 2020 - Present.
Upon successful completion of this course, students will be able to: study the works of Herman Wouk and analyze various aspects of his literature; read passages of literature and draw logical inferences from them; write persuasive essays analyzing literary works; and outline 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 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) (1/20 revalidation).
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 assessed by a final examination. It covers a variety of physiological disorders and diseases that require special exercise considerations. Major topics include: respiratory diseases and the exercises that 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).
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 a 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, Sports Management, Recreation, Leisure Studies or Physical Education (4/19) (3/24 revalidation).
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: describe necessary elements 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 a 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) (3/24 revalidation).
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 people age; 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 related 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 active individuals; 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 pre-existing medical conditions affect the trainee and 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).
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) (3/24 revalidation).
Varies (self study; self-paced).
Version 1: August 2018 - April 2023. Version 2: May 2023 - Present.
Version 1 and 2: 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.
Version 1 and 2: 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.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Sports Nutrition (8/18). Version 2: In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Sports Nutrition (5/23 revalidation).
Fashion Merchandising - Coopersmith Career Consulting
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) (4/24 revalidation).
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 a 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) (4/24 revalidation).
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 a 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) (4/24 revalidation).
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; describe 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 a 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
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).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: identify significant events that contributed to the development of the United States; discuss competing interpretations of major historic events in American History; describe sources of historical change, and explain cause and effect relationships as they pertain to historical transformations; and explain major historical developments in American Society up to 1877.
American History I (HIS-101) is designed to help develop an understanding of early American History. This course covers significant points in American History through 1877. Discussions focus on the Columbian exchange, European colonization of the New World, trans-Atlantic slavery, the causes and consequences of the U.S. War of Independence, the negotiation of the U.S. constitution, industrialization, monetary policy in the early U.S. westward expansion, slave rebellions, the evolution of sectional conflict, and the U.S. Civil War.
In the associate/certificate degree category, 3 semester hours in American History (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: identify significant events that contributed to the development of the United States; discuss competing interpretations of major historic events in American History; describe sources of historical change, and explain cause and effect relationships as they pertain to historical transformations; and explain major historical developments in American Society since 1877.
American History II (HIS-102) is designed to help develop an understanding of contemporary American History. The course covers significant points in American History from 1877 to the present. Political, economic, cultural, diplomatic, and social themes are discussed.
In the associate/certificate degree category, 3 semester hours in American History (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: identify leadership practices that have consistently led to success in the auto industry; describe the rise and fall of various American car companies: achieve familiarity with the classic American automobile models and how they changed the industry; deduce inferences about culture from automobile design and styling; assert the role of socio-economic status in a consumer’s choice of automobile; explain the role of marketing in the auto industry over the years; discover the causes of failure for some of the most unsuccessful automobile models; illustrate the influence of international finance and politics on the domestic car industry; and explain the historic relationship of labor and management in the auto industry and the consequences of this relationship.
The Automobile Industry in America: History, Economics and Culture (HIS-412) assesses students’ knowledge of the history of the automobile industry in the United States, from its invention through current times, including innovations and developments in engineering, manufacturing, marketing, and styling. Classic cars such as the Corvette and Mustang are examined and compared so students can understand why those cars became classics and the nature of their cultural impact. The fortunes and struggles of automakers throughout the years are compared and contrasted so that students can discern common successes and mistakes. Various struggles, such as oil shocks, war, environmental demands, recession, and the pandemic are examined to understand their effect on the auto industry. Students become familiar with the effects of culture on the auto industry and the struggles of American automakers to compete with various imported vehicles.
In the upper division baccalaureate degree category, 3 semester hours in History, Economics, or Sociology (2/22).
Varies (self-study, self-paced).
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: achieve familiarity with the evolution of modern baseball: identify leaders of organized baseball and the impact they had on the game; identify baseball players who made a major impact on the game and why; trace various styles of play in baseball history, reasons for changes in style, and the impact of the various styles on the game; deduce inferences about American culture from its relationship with baseball; assert the role of economics on the development of baseball; explain the historic changes in the relationship between labor and management in baseball and the consequences of these changes; explain reasons for the popularity of baseball over the years; discover the causes of failure for various historical baseball leagues; and illustrate the effect of trends in American society on the game of baseball.
Baseball and American Culture assesses students’ knowledge of the history of baseball and its relationship with American culture. The course traces the evolution of baseball from various bat and ball games through the beginnings of organized baseball in the 1800s until the modern major leagues of today. Students examine how wars, drugs, and changes in economic conditions, racial views, and labor relationships affected the game. Students become acquainted with how baseball is represented in American culture, from its role in uniting the nation to its role in literature and film. Other topics focus on important players and management figures and their impact on the game, and how they fit into the American culture of their times.
In the upper division baccalaureate degree category, 3 semester hours in History, American History, Liberal Arts, or Social Sciences (5/23).
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.
Varies (self-study, self-paced).
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: identify the origins of board games and their significance in American culture; compare and analyze the themes in a variety of games; compare and contrast virtual board games and the role they play in modern day socialization and define the design elements in modern day board games that make them intriguing and appealing to a large demographic population.
The History of Board games explores the origins and design of a variety of games and their significance in American and European culture. Topics include the integration of dice into many games, strategic race games, games of alignment and linear connection and dimensional variants. Popular games including chess, checkers, Monopoly, Backgammon, Chutes and Ladders, Connect and Scrabble are studied.
In the upper division baccalaureate degree category, 3 semester hours in History, Liberal Arts, or Social Science (5/23).
Varies (self-study; self-paced).
June 2022 - Present.
Upon completion of the course, students will be able to: describe the relationship between race, class, and ethnicity in the culinary and hospitality fields; determine the importance of family and generational traditions and cross-cultural influences in meal and menu formulation; explain how examining bias, socialization and inequity can encourage partnerships; and compare and contrast changing and evolving societal perceptions when opening a restaurant in a diverse city.
History of Culture and Cuisine in the South and its Effect on Society (HIS-210) is an undergraduate self-study course that culminates with a final exam. This course examines the history of bias, racism, culture and diversity in the culinary and hospitality industry and how regional cooking and food can meld two races and have them become harmonious in both business and existence.
In the lower division baccalaureate degree category, 3 semester hours in Cultural Studies, General Studies, or History (6/22).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: trace the sociological and historical roots of pushcarts, food trucks and pop-up restaurants and their evolution into today’s food society; compare and contrast street food terminology between immigrant and non-immigrant food cart owners and the sociological impact these entrepreneurial opportunities have made for minorities; identify and describe the history of street food in developing countries and how it has emigrated to the United States; describe how street food has become a cornerstone in cultural tourism; and discuss how pop-up restaurants can earn ratings from both Zagat and Michelin and influence destination travel and tourism from a socio-economic perspective.
History of Food Trucks (HIS -304) introduces students to the history of street food and how it has assimilated into today’s historical and sociological cultures. The historical effects of the pushcarts of the lower east side in New York City started the food cart revolution and are explored in depth. Topics also include the creation of street food in the world including Asia, India and Western Europe, the countries and cuisines that are prominent then and now and the cultural aspects and influences. The differences between immigrant and non-immigrant food carts and trucks are analyzed and includes the economic impact food carts have on these populations. The course also examines the impact food carts and trucks have on tourism and why street food is so popular globally. Pop-up restaurants and their history and significance in the underground food society are explored.
In the upper division baccalaureate degree category, 3 semester hours in History, Business, Management, Cultural Studies, or Food Studies (5/21).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: discuss the history of Orthodox Jews in America from 1880-1945; describe the challenges Jewish immigrants faced as they encountered American culture and society, and in particular the challenge of material abundance; outline both the obstacles that caused Jews to weaken in religious commitment as well as the various methods and institutions that worked to preserve tradition; outline the accomplishments of Orthodox Jews in different aspects of American society; develop a deep understanding of the causes and manifestations of anti-Semitism during this period and relations between Jews and gentiles; explain Orthodox Jewish immigrant relations with previously established Jewish groups; and forecast the behavior of typical immigrants under various circumstances and draw parallels from leaders, methods, and ideas of those times to apply them to other similar circumstances.
The History of Orthodox Jewry in the United States (1880-1945) (HIS-460) assesses students' knowledge of the history of Orthodox Jewry in the United States and the challenges they faced, primarily from the years 1880-1945, focusing on the influx of Russian immigrants and how they confronted American society, as well as their relations with the Jews who had arrived in the U.S. previously. It deals with the challenges of material abundance and various threats to religious life and details the variety of major steps taken by the Orthodox community to preserve Torah traditions. It also provides context on various types of anti-Semitic movements that arose at this time and important Jewish social and political leaders and legislation as it related to the Jews, as well as the varied American Jewish responses to the holocaust and the accompanying refugee crisis.
In the upper division baccalaureate degree category, 6 semester hours in Judaic Studies, Sociology, Anthropology, History, Jewish History, or as a General Elective (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: trace the growth of the ice cream industry in the United States; describe the position of ice cream in American society and culture; achieve familiarity with iconic ice cream brands and novelties and what they represent; deduce inferences about consumers based on their ice cream choices; infer the era of an event based on the way ice cream was sold or presented; explain the role of marketing and strategic planning in the ice cream industry; discover the causes of success and failure in the ice cream industry; illustrate the influence of social trends on ice cream; explain the consequences to the ice cream industry caused by major historical events in the United States; describe some of the struggles of the ice cream industry and the reasons for its resiliency; compare and contrast American ice cream to its counterparts in history and in the global market; and identify modern trends in the ice cream industry.
Ice cream: History, Culture, and Economics (HIS-417) assesses students' knowledge of the history, culture and economics of ice cream. While focused on ice cream in America, students also examine the international origins of ice cream and the global ice cream market today. Students learn what ice cream means in American culture and how it has gained that status over the years. From an economic perspective, students examine the rise and fall of various types of ice cream businesses as well as the reasons for success of certain brands and novelties. Students learn how the ice cream industry was affected by major historical events such as Prohibition, World Wars, and the Great Depression. Modern trends in the ice cream industry are addressed.
In the upper division baccalaureate degree category, 3 semester hours in Culinary History, Cultural Studies, Food Studies, or History (2/22).
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 menswear and womenswear 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 a 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) (3/24 revalidation).
Varies (self-study, self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: trace the development of public attitudes towards Vietnam veterans: compare and contrast Vietnam veterans with those of previous U.S. wars: explain the consequences of the Vietnam War on veterans as they returned home: identify the main readjustment struggles faced by Vietnam veterans; describe the struggles of activists who sought to help Vietnam veterans: achieve familiarity with government services provided for Vietnam veterans and the controversies surrounding them; describe the position of different political leaders towards Vietnam veteran activism: deduce inferences about cultural productions based on the way they portray the Vietnam War and its veterans; explain the role of the National Vietnam Veterans Memorial in public memory of the Vietnam War and its veterans; and illustrate the influence of the Vietnam War and its aftermath on future United States foreign policy.
Vietnam Veterans Suffering, Activism, and Memory (HIS-422) assesses students' knowledge of the experience of Vietnam veterans in the United States, focusing on the areas of suffering, activism, and memory. The problems of readjustment, PTSD, and Agent Orange exposure are among the issues discussed. The study of activism begins with veterans’ protesting the war, and continues to advocacy, lobbying, and hunger strikes for government services for Vietnam veterans and compensation for Agent Orange victims. The role of Vietnam veterans in pursuing and attaining elective office is also discussed. American attitudes towards veterans and the Vietnam War itself are examined from initial stereotypes through reconciliation via public tributes and the National Vietnam Veterans Memorial. Varying attitudes towards the Memorial are examined as well as the role of the Vietnam veteran in popular culture.
In the lower division baccalaureate/associate degree category, 3 semester hours in History (2/22).
Varies (self-study; self-paced).
March 2022 - Present.
Upon completion of this course, students will be able to: trace the development of the causes that led to the outbreak of World War II in the Pacific: compare and contrast American and Japanese military preparedness on the eve of World War II; illustrate the influence of Japanese social attitudes on their offensive and defensive capabilities, mode of battle, and approach towards surrender; identify the main battles of World War II in the Pacific and the goals and consequences of each, as well as evaluate the efficacy of each side’s effort; describe the role of leadership and morale in the execution of World War II in the Pacific; achieve familiarity with major military hardware used in World War II in the Pacific, varying strengths on each side, and developments that changed the nature of battles in this war; describe the position of different military leaders in key questions such as whether further attacks should proceed on Pearl Harbor and how the Japanese homeland should be conquered; deduce lessons from the battles and decisions of World War II that are instructive to those engaged in military planning; and explain the significance of events that are considered main turning points in the war.
World War II in the Pacific (HIS-427) assesses students' knowledge of World War II in the Pacific theater. The course traces the roots of the conflict and explains the relative preparations of the American and Japanese forces in the years leading up the conflict. The goals, efficacy, and consequences of all major attacks and battles in the Pacific are discussed. Students become familiar with tension and cooperation between different services and between key players in the Allied forces. Japanese attitudes, which led to aggressive imperialism, suicide missions and hesitation to capitulate, are analyzed. The roles of morale and leadership are also addressed.
In the lower division baccalaureate/associate degree category, 3 semester hours in History or Historiography (2/22).
Inactive 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).
April 2019 - February 2024.
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).
Varies (self-study; self-paced).
April 2019 - February 2024.
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).
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.