Maalot Educational Network
Overview
Maalot Educational Network (formerly the Zaidner Institute), an NCCRS member since October 2010, was founded in 1984 to meet the changing needs of contemporary Jewish women. Maalot is an affiliate of Neve Yerushalayim.
Maalot provides college-level, post-secondary, career-oriented course work. The student body consists of young Jewish men and women, as well as adult learners with substantial prior Judaic and secular education. Maalot affiliates are located in sites with a large Orthodox Jewish populations such as New Jersey, New York, Michigan, Canada, Israel and Switzerland.
The mission of the school is to provide men and women in North America, Europe and Israel the opportunity to pursue advanced Jewish studies, while at the same time achieving a level of secular education enabling entry into graduate school and the job market. Maalot strives to meet the needs of adults who must balance their desire for educationally valid study with family obligations.
Opening in 1984, Maalot first offered courses in Computer Science and Business, in addition to Judaic Studies. Soon after, programs in Education, Psychology, Graphic Arts, and Speech Pathology were added. Later, the prerequisite Science courses for the fields of Medicine, Nursing, Occupational, Physical Therapy and PA were developed. Recently, specially designed proficiency courses in Cybersecurity were added to further expand professional opportunities.
All courses taught at Maalot offer a full 60 minutes of classroom-based instruction, instead of the academic hour of 50 minutes. Some of the courses may also be offered in hybrid format with a combination of interactive and site-based lectures. All courses are taught by qualified instructors, use current college textbooks and require post-secondary level research and student outcomes.
Students and admissions representatives please note: NCCRS does not provide transcripts. Transcript requests and inquiries should be directed to the organization offering the courses, examinations or apprenticeship. See the Source of Official Student Records in the sidebar near the top right side of this page.
Source of Official Student Records
Titles of all evaluated learning experiences
Art/Graphics - Maalot Educational Network
Business/Accounting - Maalot Educational Network
Computer Science - Maalot Educational Network
Cyber Security - Maalot Educational Network
Education - Maalot Educational Network
English - Maalot Educational Network
Hebrew - Maalot Educational Network
History - Maalot Educational Network
Inactive Learning Experiences - Maalot Educational Network
Judaic Studies/Religion - Maalot Educational Network
Mathematics - Maalot Educational Network
Music - Maalot Educational Network
Philosophy - Maalot Educational Network
Psychology and Sociology - Maalot Educational Network
Science - Maalot Educational Network
Speech Pathology - Maalot Educational Network
Talmud Courses - Maalot Educational Network
Yiddish - Maalot Educational Network
Course Categories
Descriptions and credit recommendations for all evaluated learning experiences
Art/Graphics - Maalot Educational Network
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
- Formerly Computer Graphics I - Vector Graphics; Computer Graphics I (ART298); Computer Graphics I (ART240)
- Formerly Computer Graphics II - Digital Imaging; Computer Graphics II (ART394); Computer Graphics II (ART310)
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2009 - Present.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2009 - Present.
Upon successful completion of the course, students will be able to: draw from observation in a variety of black-white media as well as color; choose specific media and/or style of execution as they support and enhance understanding and appreciation of the subject; compose a page that uses illustration with type and basic elements of pictorial symbolism as it is used in illustration; and communicate visually by making creative, artistic decisions.
- Formerly Computer Graphics III - Digital Layout; Computer Graphics III (ART396); Computer Graphics III (ART320)
- Formerly Survey of Graphic Design I (ART116); Electronic Production Procedures (ART116);
- Formerly Preparation for Print (ART400)
Version 1 and 2: Classroom: 54 hours (13 weeks); Distance/Hybrid: Varies.
Version 1: September 2009 - March 2016. Version 2: April 2016 - Present.
Version 1 and 2: Upon successful completion of the course, students will be able to: apply basic marketing strategies to product design; choose and use appropriate Adobe programs expertly; prepare files for print including: document setup, color selection, image format selection, scanning techniques, specifying files resolution, trapping procedures, adding print marks and bleeds to files, installing printers, saving postscript files, creating PDF files and proofing proofs; prepare documents for special finishes and binding; demonstrate the ability to request a price quote and order a print job; maintain viable backup system of files; provide constructive criticism to peer designs; synthesize theory with technical and creative skills to design a PDF portfolio for prospective employers.
Version 1 and 2: Topics include: Basic principles and design process of Adobe Indesign and Photoshop; students begin the design process with brainstorming and researching. All production steps and techniques to produce pictorial booklets and similar projects by learning assorted topics including the proper use of master pages, styles and auto-flow.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Art (2/11). Version 2: In the lower division baccalaureate/associate degree category, 4 semester hours in Art (4/16 revalidation) (3/21 revalidation).
Classroom: 54 hours (13 weeks); Distance/Hybrid: Varies.
April 2016 - Present.
Upon successful completion of the course, students will be able to: execute professional designs through the following processes: use industry standard programs to create an identity design in vector format; comprehend the design problem being presented based on the client’s requirements and needs, target market, consumer demographics, and practical constraints (e.g. deadlines, budget, production techniques); conduct research to gain a thorough understanding of the client, target audience and demographics, product, and competitors’ products; utilize the internet as a research tool; conduct surveys with target audience; develop design personality sheets based on ideal target audience; brainstorm solutions to the problem based on research results; synthesize results of research and brainstorming to develop several workable solutions to be tested on target audience; test the designs with the target audiences; refine and advance solutions to professional designs based on instructor, peer, self, and target audience’s critique and input; produce professional designs in which composition, color, and typography are fully resolved and technical execution is flawless; self-evaluate pointing out the strengths and weaknesses of the design project; and provide constructive criticism to peer design.
Topics include: preparing digital files for print, color spaces, image formats, file resolutions, different print processes, binding and finishing techniques, creating Postscript and PDF files, paper-making processes, printing substrates, ordering a print job, working with pre-press bureaus and printers, and creating a PDF portfolio.
In the lower division baccalaureate/associate degree category, 4 semester hours in Art (4/16) (3/21 revalidation).
Business/Accounting - Maalot Educational Network
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
April 2015 - Present.
Upon successful completion of the course, students will be able to: define terms and concepts in regards to financial stability; income; budgeting; banking procedures; taxes; savings; investing; interest; insurance; and credit use; identify and evaluate attitudes and habits that lead to financial stability; outline a business or career plan, explaining and assessing organizational, financial, and educational considerations; develop a budget, applying and evaluating budgeting strategies, and devising solutions; outline and compare banking procedures and services ; understand personal risk management; describe and compare saving and investing alternatives; identify mortgage options and evaluate pros and cons; describe and analyze ethical compromises in regards to personal finance and propose solutions; describe and apply Jewish legal and moral perspectives on finance including charity and integrity; reflect and describe on the personal impact of the material studied within this course.
Topics covered include: income; household accounting; savings and investing; and personal risk management.
In the lower division baccalaureate/associate degree category, 4 semester hours in Business or Finance (4/16) (3/21 revalidation).
Version 1 and 2: 16 hours (classroom-based or distance learning) and 320 hours of field work in a business setting.
Version 1: April 2016 - August 2019. Version 2: September 2019 - Present.
Version 1 and 2: Upon successful completion of the course, students will be able to: identify potential challenges to ethical, personal, and professional behavior in the workplace; analyze new situations and determine which laws of ethical behavior apply in every day interactions with colleagues and clients; and predict potentially negative experiences and prevent them in the best interest of the business and themselves.
Version 1 and 2: Major topics include: character-based decision-making related to successful long-term business interactions, personal responsibility, compromise for the common good, personal restraint for general justice, fortitude, and commitment to moral principles (to what extent and what expense), and the rubrics of personal integrity. Methods of instruction include: article summaries, research paper, and group projects.
Version 1: In the lower division baccalaureate/associate degree category, 4 semester hours in Business or Ethics (4/16). Version 2: In the upper division baccalaureate degree category, 6 semester hours in Business or Ethics (9/19 administrative review) (3/21 revalidation).
Version 1 and 2: 16 hours (classroom-based or distance learning) and 320 hours of field work in a business setting.
Version 1: April 2016 - August 2019. Version 2: September 2019 - Present.
Version 1 and 2: Upon successful completion of the course, students will be able to: discuss various theories and frameworks for investigating issues and apply the theories to a range of issues in the workplace. The course is open to students across disciplines and provides integration of ideas across multiple business disciplines.
Version 1 and 2: Major topics include: dishonesty in the workplace, management of values in modern business settings, ethical status of employer(s) and employee(s), ethics in financial transactions, gender discrimination, and boundaries as related to cultural differences. Other topics include: readings from Business Ethical Literature, philosophical works of applied ethics and moral codes of behavior from Classical Judaic sources, and organizational behavior as related to ethical decision making. At the discretion of the instructor, special topics of interest may be examined and guest lecturers may be invited to share their expertise. Students are required to write and present a paper dealing with current ethical issues within their respective fields of business.
Version 1: In the lower division baccalaureate/associate degree category, 4 semester hours in Business or Ethics (4/16). Version 2: In the upper division baccalaureate degree category, 6 semester hours in Business or Ethics (9/19 adminstrative review) (3/21 revalidation).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies
September 2020 - Present.
Upon successful completion of this course, students will be able to identify what the components of an interest rate are (time value of money, credit risk, inflation rate risk, liquidity risk and reinvestment risk); be able to explain the difference between specific and systemic risk and the role of diversification as a risk management tool; be able to calculate simple and compounded interest and calculate the future value of a cash flow stream and the future value of an investment; be able to calculate the present value of a stream of future cash flows; be able to calculate the value of an investment using net present value calculations and to calculate the internal rate of return of the investment; be able to calculate the present and future values of annuities; be able to price a zero coupon bond and a coupon bond; be able to calculate the price of a console/perpetuity; be able to price a stock with a fixed growth rate and an increasing growth rate; be able to assess the cash flows of a capital project, including depreciation; be able to assess the value of a company using financial ratios an analytical tools; be able to calculate the beta of an asset as well as the required rate of return on a project (cost of capital) for a specific company.
Major topics taught in this course include: the foundations of finance: interest, money and capital markets, exchanges, risk, and valuation of assets. Methods of instruction include lecture, discussion and textual preparations.
In the lower division baccalaureate/associate degree category, 3 semester hours in Business or Finance (3/21).
Computer Science - Maalot Educational Network
54 hours (17 weeks).
September 2022 - Present.
Upon successful completion of this course, the student will be able to identify specifications and configurations of computer hardware, demonstrate the understanding and use of the components of a computer system, use terminology of current computer language correctly, use the Windows operating system easily and effectively, be proficient in the most common Microsoft applications, Microsoft Word and Microsoft PowerPoint, produce professional looking documents and presentations, create spreadsheets and charts using Microsoft Excel, utilize and customize a database using Microsoft Access and utilize the Internet and its capabilities to create personal webpages using HTML
This course may be delivered in a classroom or online format. The course is intended as an introduction to computers and the basic application software categories of word processing, database and spreadsheets using Microsoft Office software applications.
In the lower division baccalaureate/associate degree category, 4 semester hours as an elective in Computer Science (3/21) (10/22 administrative review). NOTE: This learning experience was also known as version 2 of Computer Concepts and Applications (CIS 101) between September 2022 – November 2022.
- Formerly Object Oriented Programming Using C++ (COS315)
Upon successful completion of the course, students will be able to: explain what data structures are and why they are important; implement and operate upon arrays, ordered arrays, linked lists of various types, stacks, queues, deques, binary trees and binary search trees; analyze time complexity of data structures and their operations (insertion, deletion, searching, etc.); identify which data structures and algorithms are more suited to particular tasks and scenarios; identify and appreciate efficiency in programming; explain and utilize pointers; identify practical applications of data structures; understand the beauty of recursion; trace through recursive algorithms with a clear understanding of how they work and what’s being done at each step in the code; utilize recursion in one’s own programming; differentiate between different types of trees; identify different parts of a tree as well as a tree’s size, height and the depth of a given node; implement binary trees with multiple underlying data structures.
Upon successful completion of the course, students will be able to analyze a problem, write an algorithm for it and code the solution in Visual Basic; debug and thoroughly test the program; and demonstrate proficiency in concepts of information technology and computer systems including hardware and software fundamentals, productivity software, digital media, database applications, networking, the Internet, and security and privacy issues. Specifically: be able to write a program in Visual Basic using Visual Studio; be able to use and code basic Windows controls in Visual Basic; be able to compare expressions in Visual Basic; be able to use the selector control in writing a program in Visual Basic; use a simple loop in writing a program; use a counter controlled loop in writing a program; be able to write nested loops in Visual Basic; demonstrate the ability to write an algorithm, analyze a problem, and implement the solution using principles of good programming; demonstrate the use of a collection of data using arrays; demonstrate comprehension of hardware fundamentals; show understanding of how the Internet works; demonstrate knowledge of the components of a computer; identify the general categories of programs, and describe how the operating system interacts with applications; be able to define and describe the various security risks and privacy issues that are involved in using computers; describe how programs run applications instructions and differentiate between the various types of memory; be able to describe an operating system and describe features of the more prevalent ones; and be able to discuss the purpose of components required for successful communications.
Topics include: beginning concepts of programming using Visual Basic 2012, and basic concepts of information technology and computer systems.
- Formerly Programming Languages (COS351); Programming Languages (CMP330)
Version 1: 42 hours (14 weeks). Version 2: Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
Version 1: February 1990 - January 1997. Version 2: February 1997 - Present.
Version 1: Upon successful completion of the course, students will be able to: write programs in the various languages covered; be familiar with the special features in specific languages; and understand various aspects of language implementations. Version 2: Students will be able to explain the benefits of studying programming languages and the advantages and disadvantages to each language; differentiate between different languages in the way they define variables using scope and binding; differentiate between types of control structures; know how the different data types are used and how the computer allocates memory for them; write programs in Scheme, demonstrating the use of a functional programming language; write programs in Prolog, demonstrating the use of a logical programming language; install necessary software that will enable Python programming; master I/O, variable usage and commenting; demonstrate the ability to write Python programs using comparisons, logic and proper string usage; incorporate simple data structure usage and iteration into Python programs; write object oriented Python programs and incorporate external libraries; write scripts to automate simple tasks using Python; collect and analyze data from the web using complex pattern matching, and present in appropriate manner; and demonstrate mastery of Python programming techniques in a comprehensive programming project.
Version 1: Major topics include formal definitions of programming languages and specification of syntax and semantics; global properties and algorithmic languages, including scopes of declaration, storage allocation, binding time, subroutines, and co-routines; list processing; string manipulation; data description; and simulation languages. Methods of instruction include discussion, lecture, laboratory, examinations, and programs. Prerequisites: Introduction to Computers and one other programming language. Version 2: This course is composed of two parts: to introduce some of the basic constructs of contemporary programming languages, and the tools necessary for critical evaluation of a programming language, master basic Python programming in order to gain hands-on exposure to an interpreted, object-oriented, dynamic language .Methods of instruction include lecture, discussion and lab, projects and final exam. Prerequisites: Introduction to Computers and one other computer language.
Version 1 and 2: In the upper division baccalaureate degree category, 3 semester hours in Programming Languages or Computer Science elective (12/91) (2/97) (2/11) (4/16 revalidation) (3/21 revalidation).
Cyber Security - Maalot Educational Network
Classroom: 54 hours (15 weeks); Distance/Hybrid: Varies.
September 2017 - Present.
Upon successful completion of the course, students will be able to: identify common cyber-attack methods, threats, and computer vulnerabilities; strategize, select, and apply appropriate ethical web hacking methods; carry out network scanning techniques and scanning countermeasures; differentiate between viruses and apply virus analysis; recognize and evaluate computer worms; apply malware analysis procedures and countermeasures; and carry out various types of penetration testing, security audits, vulnerability assessments, and penetration testing roadmaps to manage cyber security risks to valued assets.
Major topics include: ethical and Cyber security terminology, methodologies and framework, Operating Systems including Windows and Linux, Cyber Malware and attack methods, network mapping, web applications penetration testing, exploitation and vulnerability assessment, sniffing, and social engineering. Prerequisites: Personal interview and skill-based exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Cyber Security, Computer Forensics, Digital Forensics, Information Technology, Introduction to Computer Science, or as a general elective (5/18) (3/21 revalidation).
Classroom: 54 hours (15 weeks); Distance/Hybrid: Varies.
September 2017 - Present.
Upon successful completion of the course, students will able to: analyze data found on digital storage media that might provide evidence of wrong-doing; select and apply computer forensics tools used in data analysis, such as searching, absolute disk sector viewing and editing, recovery of files, password cracking, etc.; investigate an infected system and determine that all necessary data was collected to understand the attack method; identify and analyze the stages an ethical hacker requires to take in order to compromise a target system; analyze basic malwares – basic static and dynamic analysis; and analyze network traffic, identify common attacks like MITM, ARP Poisoning and Spoofing.
Major topics include: cyber security threats, attacks and fraud; forensics methodology; digital forensics; familiarity with network forensics; and Malware analysis. Prerequisite: Prior knowledge of cyber concept, high technical ability, proficiency in English and creative thinking.
In the lower division baccalaureate/associate degree category, 3 semester hours in Cyber Security, Computer Forensics, Digital Forensics, Information Technology, Introduction to Computer Science, or as a general elective (5/18) (3/21 revalidation).
Classroom: 54 hours (15 weeks); Distance/Hybrid: Varies.
September 2017 - Present.
Upon successful completion of the course, will: develop a security mindset that empowers them to work more securely as both a developer and a user; recognize and differentiate between cyber security terms used in the profession; recognize system wide threats and vulnerabilities and use common hacking techniques; distinguish between common defense tools for endpoints, servers and cloud computing; simulate a network environment using virtualization in order to monitor intrusions and how they are detected by antivirus, anti-malware and firewalls; manage and recognize cyber security risks to valued assets at intrusion points in a network; implement the requirements of ISO and GDPR; create a risk assessment and mitigation strategy; use basic hacking tools to discover vulnerabilities; implement operating system security hardening and patching; use GPO to implement technical and operational controls; and explain cryptology and of the importance of encrypting secure data.
Topics include: cyber security terminology and framework, network infrastructure and OSI (open systems interconnection) model, cyber threats and attacks, introduction to cryptography, security and incident management, security standards and regulations, and defense methodologies. Prerequisites: Personal interview and skill-based exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Cyber Security, Data Analysis, Digital Forensics, Information Technology, Introduction to Computer Science or as a general elective (5/18) (3/21 revalidation).
Education - Maalot Educational Network
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
August 2023 - Present.
Upon successful completion of the learning experience, students will be able to: identify and evaluate the qualities and skills of a successful Early Childhood Education (ECE) program administrator; examine various forms and components of ECE organizational structures; apply ECE standards of quality practice to program planning and design; describe and analyze various types of ECE licensing regulations and their specific purposes; apply knowledge of health and safety standards to the set-up of a developmentally appropriate, safe and healthy ECE environment; identify and explain criteria for choosing ECE facility and program equipment; analyze ECE program practices and procedures for personnel; identify effective marketing and public relations strategies for ECE; evaluate ECE curriculum and developmentally appropriate practices; explain venues and value of parent involvement and school/community interaction; and use evaluation data in ECE program planning.
Major topics include: ECE effective leadership; ECE administration – organizational structures; legal and fiscal responsibilities of the ECE administrator; ECE programs: safety and nutrition guidelines; developing, equipping and staffing the ECE classroom; HRM in ECE; marketing, recruiting, and public relations; ECE quality curriculum; ECE – family and community partnerships; ECE program evaluation. Prerequisite: Child Development course; at least one year of experience teaching an ECE classroom or permission of instructor.
In the upper division baccalaureate degree category, 3 semester hours in Education or Early Childhood Education (8/23).
- Formerly Approaches and Techniques of Intervention I (SPE198)
- Formerly Approaches and Techniques of Intervention II (SPE199)
- Formerly Clinical Activities (SPE298) and Assessment and Instructional Strategies in the Classroom for Special Needs (SPE298)
- Formerly Curriculum In Education - Jewish Studies (EDU108); Curriculum in Education II (EDU108); Curriculum in Education II (EDU104)
- Formerly Integrated Intervention Project
Upon successful completion of the course, students will be able to: discuss technology available for educating children with diverse needs in an inclusive classroom; teach key principles of science; teach numbers sense in the areas of key math abilities; and evaluate and design a technology tool or program used for children with special needs.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
August 2023 - Present.
Upon successful completion of the learning experience, students will be able to: identify factors which influence child development; examine collaboration based on bioecological and developmental theories; compare family engagement models and standards from a historical perspective; describe examples of school-based programs that promote family engagement; evaluate the roles and benefits for the different stakeholders in family–school collaborations; identify and explain strategies that build collaborative relationship with families and wider community; examine how effective teacher leaders communicate successfully; demonstrate skills that are necessary for professionals within ECE to work collaboratively; explain how to create pathways for family engagement that build social-emotional skills; discuss culturally responsive pedagogy in the context of families; explore the diversity of family structures and the diversity of beliefs around parenting and child rearing; identify current trends within the diversity of families Investigate resources that help families; explain challenges faced by children and their families and identify warning signs; and describe the requirements and procedures for reporting.
Major topics include: the social context of ECE; the importance of family and community partnerships; effective partnership guidelines and strategies; communication; development of social-emotional skills; social-emotional challenges; diversity; family challenges. Prerequisite: Child Development course or Foundations of ECE (CDS210).
In the upper division baccalaureate degree category, 3 semester hours in Education or Early Childhood Education (8/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
August 2023 - Present.
Upon successful completion of the learning experience, students will be able to: identify the components of an effective classroom for literacy development in early childhood; describe theories of child development and how they relate to literacy; identify the approaches to literacy instruction; explain the role of literacy assessment in the early childhood classroom; define literacy standards and discuss the tools used to measure them; describe ways of teaching children with diverse needs; demonstrate an understanding of how language develops; identify and apply appropriate strategies for enhancing language development in infants and toddlers; describe strategies that promote conversational growth; explain the importance of learning the alphabet and describe methods and strategies for teaching it and for deciphering new words; define phonological awareness and develop activities that promote and assess it; differentiate between types of texts and describe strategies for developing comprehension in each; describe strategies for developing, improving and assessing fluency and comprehension; explain the importance of using different types of literature and develop activities that enhance literature appreciation among young learners; describe strategies for increasing motivation; describe how technology can be integrated into the literacy curriculum; and explain how dramatic play enhances literacy development in young children.
Major topics include the exemplary literacy classroom in early childhood; foundations of literacy; assessing children's literacy and literacy readiness; teaching students with diverse needs; language development in infancy and toddlerhood; language development in young children; emergent literacy; phonological awareness and phonics instruction; developing comprehension and fluency; choosing and using appropriate children's literature in the classroom; creating a conducive learning environment for literacy development. Prerequisite: Child Development or Foundations of Education (CDS210); Methodology or education course.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Literacy Education (8/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
August 2023 - Present.
Upon successful completion of the learning experience, students will be able to: describe developmentally appropriate teaching strategies for promoting wellness; describe how wellness impacts learning; explain malnutrition and identify nutritional issues that impact children; define nutrition and design a lesson incorporating the dietary guidelines for good nutrition; list food-safety regulations and identify the hazards associated with food-borne illnesses; design an emergency food plan; describe the nutritional needs of infants, toddlers and preschoolers and children with special health-care needs; identify the factors that impact health and illness; list resources needed to create health policies in ECE; define teacher's role in reviewing health records; provide examples of common health assessments administered in ECE; describe an inclusive classroom that accommodates all children; describe the factors that impact mental health; describe mental health disorders in young children and provide examples of strategies for dealing with these disorders; identify the components of a safe learning environment and describe strategies for teaching young children about safety; describe routines for establishing and maintaining safety in the classroom; describe how to prepare for and respond to an emergency; describe the basic care needed for common injuries; describe the actions needed to be taken in the event of a disaster; and describe strategies for helping children cope with emergencies and disasters.
Major topics include: promoting wellness; foundations of nutrition; managing food safety; feeding infants and young children; creating a climate of health and wellness; health screening and assessment; teaching children with special health care needs; children's mental health; creating a safe environment; routines, supervision and classroom strategies; managing emergencies. Prerequisite: One course in Child Development or Foundations of ECE.
In the upper division baccalaureate degree category, 3 semester hours in Education or Early Childhood Education (8/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
August 2023 - Present.
Upon successful completion of the learning experience, students will be able to: describe the correlation between play and creativity; discuss the theories that provide an evidence base for emphasizing creative arts; identify the teacher's role in optimizing creative potential; explain how children learn through play; identify the developmental sequences for different types of play; explain the concept of 'art as a language' and describe the basic tenets of the Reggio Emilia philosophy; define visual art; explain how process art enhances social and emotional development; describe the ways in which music, movement and dance enhance development; discuss strategies for accommodating diverse learners; explain the theory and research of drama and describe its impact on learning and development; design strategies for teaching and assessing drama; describe theoretical perspectives on identifying talent and giftedness; explain performance assessment and describe how it can be used to facilitate creativity; describe the influence of culture and society on creativity; describe the theory of multiple intelligences and explain how it pertains to teaching creativity to the diverse learner; describe the theories and research that support a creative learning environment; plan appropriate environments for the creative development of all learners; identify age-appropriate materials and list types of materials that enhance a creative learning environment; and explain how technology and media enhance the development of play and creativity.
Major topics include: the correlation between play, creativity and arts-based learning; foundations of creative thought; supporting children's play, games and creativity; promoting children's art; music, movement and dance; drama; assessment; the diverse learner; the creative learning environment; materials and resources; technology and media. Prerequisite: One course in Child Development or Foundations of Early Childhood Education.
In the upper division baccalaureate degree category, 3 semester hours in Education or Early Childhood Education (8/23).
- Formerly A Practicum in Instruction I (COP199)
Varies (generally 220 classroom hours, 16 instructor contact hours).
- Formerly A Practicum in Instruction II (COP299)
- Formerly A Practicum in Early Childhood/Elementary Education III (COP399)
Varies (generally 400 classroom hours, 94 instructor contact hours).
April 2016 - Present.
Upon successful completion of the course, students will be able to: create an environment of respect and rapport by interacting in a positive way with students particularly when teaching Judaic Studies curriculum; use various techniques to manage student behavior; engage students using different learning modalities; encourage accountability and independence; use data- driven instruction and objective types of assessment; and use professionally developed and academically sound standards for Judaic Studies instruction such as the Zekelman standards of Judaic Studies instruction.
Topics covered, but not limited to include: building personal relationships with students, lesson planning, differentiated instruction: learning style theories, students of differing abilities, evaluation and assessment: varieties of assessment (e.g. formative, summative etc.); assessment rubrics; providing effective feedback, data-driven decision making- collecting, evaluating and applying collected data to make curricular decisions, grouping, seating and differentiated instruction decisions and more, classroom management, activating students’ critical thinking, and active participation in the classroom.
In the upper division baccalaureate degree category, 6 semester hours in Education or Special Education (4/16).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to explain and compare the Torah and Chassidic fundamentals of education with general educational principles; analyze the historical, sociological, and religious aspects of Jewish and Chassidic education for women; recognize and apply these perspectives as relevant to current trends in education such as inclusion; and inspect and reflect upon teaching practices and learning environments to identify and evaluate effective strategies, skills and dispositions for educators.
Major topics include: the general Mitzvah (obligation) of learning and teaching Torah; Torah and Chassidus study for women - optional or essential; the purpose of Torah and Chassidus study for women; historical development of formal Torah and Chassidus education for women; textual study of Principles of Education and Guidance (by the Sixth Lubavitcher Rebbe); and the role of the teacher and creating a relationship between teacher and students.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Education, Philosophy, Jewish Studies, or Religion (5/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 - Present.
Upon successful completion of the learning experience, students will be able to: describe the process of Mesorah and analyze its implications for today’s Jewish education systems and teaching practices; apply Torah and Chassidic philosophy to the broader aspects of methodology; explain the role of teaching Hebrew reading in instilling Torah values; compare and assess teaching Hebrew reading strategies; create activities which apply these strategies and evaluate effectiveness; examine the challenge of technology for Torah education and propose procedures for effective and responsible use of technology for educators; and discuss the role and obligations of parents and the public in education, and deduce guidelines for adoption.
Major topics include: development of Torah Study and its transmission from Mt. Sinai through current times; Torah based education – standards of Mesorah: how Mesora guides teaching Hebrew reading, Chabad traditions for teaching Torah and addressing the challenges of technology, without compromising Mesorah; role of the parent/ parenting- the obligations parents and children have to one another.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Education, Philosophy, Jewish Studies, or Religion (5/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
August 2023 - Present.
: Upon successful completion of the learning experience, students will: observe and identify the mathematical value evident in children's play; describe the theories and stages of mathematical development; implement strategies for incorporating meaningful learning into the mathematics curriculum; describe the importance of early mathematics in knowledge society; design a lesson plan that incorporates technology and creativity; define the 8 common core mathematical practices and provide examples of how to use each in the ECE setting; assess developmentally appropriate strategies for teaching and assessing counting and number skills; illustrate how children problem solve and execute basic operations; design lesson plans incorporating strategies that promote and assess spatial awareness and geometric thought; discuss how measurement, estimation and data-gathering impact future mathematical success and analyze strategies for promoting and assessing them; describe how the understanding of patterns leads to future algebraic thought; describe strategies for promoting and assessing the understanding of patterns and algebra; analyze what constitutes a developmentally appropriate and conducive learning environment; identify the state and NAEYC learning standards for mathematical instruction among young learners; apply and evaluate strategies for teaching math to diverse learners; and describe ways in which to assess the overall mathematical knowledge and skills of young children.
Major topics include: early mathematical development and supportive developmental theories; emergent mathematical thinking; creativity, technology and math; common core mathematical practices; number skills, counting and operations; spatial awareness and geometric thought; measurement and data; patterns and algebra; creating a conducive environment for mathematical development; the special-needs child; assessing children's mathematical abilities. Prerequisite: One course in Child Development or Foundations of Early Childhood Education.
In the upper division baccalaureate degree category, 3 semester hours in Education, Early Childhood Education or Mathematics in Education (8/23).
- Formerly Teaching Reading to Young Children (EDU294); Teaching Young Children (EDU294)
English - Maalot Educational Network
Hebrew - Maalot Educational Network
Varies.
April 2016 - Present.
Upon successful completion of the course, students will be able to: demonstrate proficiency in listening, comprehension, reading and writing necessary for useful communication in the workplace and social situations in a foreign language; read and understand texts of familiar and academic topics; communicate ideas and needs in writing with sufficient accuracy for most social and formal settings.
Students prepare for this proficiency examination using modern Hebrew language texts focusing on grammar and vocabulary and aural comprehension materials and they use modern Hebrew Literature texts to prepare for the reading and writing sections.
In the upper division baccalaureate degree category, 4 semester hours in Hebrew (4/16) (3/21 revalidation). NOTE: Only students who receive 6 credits on the Elementary Modern Hebrew (HEB198) exam AND 6 credits on the Intermediate Modern Hebrew (HEB297) exam may earn up to 4 semester hours on the Advanced Hebrew exam.
Varies.
April 2016 - Present.
Upon successful completion, students will be able to: demonstrate proficiency in listening, reading, comprehension and writing necessary for elementary basic communication in a foreign language; recognize the alphabet; demonstrate an ability to understand the main ideas and information on a variety of familiar topics; read and understand simple texts of familiar topics, including standard vocabulary and basic syntax; communicate basic ideas and needs orally by using patterned responses and in writing, by writing simple sentences and linking them into a paragraph; and spell phonetically.
Students prepare for this proficiency examination using Modern Hebrew language texts focusing on elementary grammar and vocabulary and aural comprehension materials.
In the lower division baccalaureate/associate degree category, 6 semester hours in Hebrew (4/16) (3/21 revalidation). NOTE: Only students who receive 6 credits on both the Elementary and Intermediate exams may earn more credits on the Advanced. Depending on proficiency level, students may earn up to 6 semester hours on this exam.
Varies.
April 2016 - Present.
Upon successful completion of the course, students will be able to: demonstrate proficiency in listening, reading, comprehension and writing necessary for elementary basic communication in a foreign language; recognize the alphabet; demonstrate an ability to understand the main ideas and information on a variety of familiar topics; read and understand simple texts of familiar topics, including standard vocabulary and basic syntax; communicate basic ideas and needs orally by using patterned responses and in writing, by writing simple sentences and linking them into a paragraph; and spell phonetically.
Students prepare for this proficiency examination using Modern Hebrew language texts focusing on basic grammar and vocabulary and aural comprehension materials.
In the lower division baccalaureate/associate degree category, 6 semester hours in Hebrew (4/16) (3/21 revalidation). NOTE: Only students who receive 6 credits on both the Elementary and Intermediate exams may earn more credits on the Advanced. Depending on proficiency level, students may earn up to 6 semester hours on this exam.
History - Maalot Educational Network
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 –Present.
Upon successful completion of the learning experience, students will be able to identify and explain the factors and conditions leading to the Holocaust; trace the causes of antisemitism and Nazi racial ideology and its spread amongst Germans and their corroborators; describe the geographical progression of the Holocaust into Eastern Europe and the sequence of steps that culminated in the methodical destruction of European Jewry; describe and compare responses of different countries, Jewish communities, and individuals; survey and analyze personal stories and accounts to link Holocaust education to moral messages and awareness of the human tragedy; and examine and describe Halachic, historical, economic, social, financial, and international, repercussions of the Holocaust.
Major topics include: social, economic and political preconditions and events leading up to the Holocaust; the rise of the Nazi Party; German conquests in Europe 1939-1942; the implementation of the ‘final solution’ by the Germans and their corroborators; perpetrators, bystanders, and rescuers; survival of Jews: escape, hiding and resistance; and aftermath of the Holocaust.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in History, Jewish Studies, Liberal Arts, Humanities, or Ethnic Studies (5/23).
Major topics include: intellectual history of Judaism from the Mishna until modern times; the creation and function of the Mishna and Talmud; the era of the Geonim, the formation of Sefardi and Ashkenazi Jewry under Moslem and Frankish rule; the “Golden Age” of Spain and its major Torah figures; the Halachic Codification of Talmudic law through the Medieval period; Ashkenazi Jewry, the Crusades and major Torah figures; Sefardi and Ashkenazi Schools of thought in Torah Commentary – ‘Peshat vs Drash’ and Rationalist versus Non-Rationalist approaches; the Jewish communities of Provence; the Maimonidean controversy; late Medieval Spanish and Ashkenazi schools of thought; the Expulsions of the 14th and 15th Centuries and the creation of the modern Diaspora; the writing of the Shulchan Aruch – historical, philosophical and theological underpinnings; the emergence of Lurianic Kabbalist thought, commentators on the Shulchan Aruch; False Messiahs and their effect on the modern Jewish world; Reform and the Enlightenment – the Jewish response to Napoleon; reaction against Reform – the philosophy of Rav S. R. Hirsch, the emergence of Chassidu; reactions against Chassidut – the Vilna Gaon and the Mitnagdim, Haskala; the emergence of the Yeshiva and Mussar movements, Zionism – religious and secular; Modern Orthodoxy and Torah U’Madda. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation. Prerequisite: Introduction to Jewish History.
Inactive Learning Experiences - Maalot Educational Network
- Formerly Computer Graphics IV - Multimedia; Computer Graphics IV [ART 491]; Computer Graphics IV [ART 410]
Upon successful completion of the course, students will be able to: determine an issue, problem, information gap, or creative endeavor in the field of Jewish Studies; demonstrate proficiency as an independent learner and critical thinker; engage thoughtfully with Jewish texts from a range of time periods and perspectives; demonstrate proficiency analyzing Jewish texts in their original Hebrew (where applicable); apply research and analysis techniques to the explanation and resolution of an information gap, issue, or problem by studying or creating a project in a respective field; design a project based on theory and knowledge from Jewish Studies courses; synthesize research components to produce a comprehensive valid result in a concrete format; reach conclusions through the use of external resources that reflect knowledge; apply all elements of scholarly activity to a written document, utilizing Standard American English and APA or MLA format; present an ethically responsible final project in an academic and professional format as a bridge to future work/employment; and demonstrate a comprehension of diverse perspectives within the field of Jewish studies.
Instruction is based on self-paced study with a monitored format that includes periodic assignments and required completion date. Major topics include: definition and purposes of a Capstone; types of Capstone projects (research paper, creative project, applied project); research components; ethical research; plagiarism; annonotated bibliography; Importance of background reading; crafting a thesis statement; and methodology. Methods of instruction include: required interaction and discussions with instructor, required text, supplemental readings, essay assignments, and homework.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Religious Studies, Bible Studies, History, or Sociology (5/13) (5/18 revalidation).
Upon successful completion of the course, students will be able to: articulate an in-depth understanding of major philosophical and theological issues addressed in the Rabbinic metaphorical interpretation of the Song of Songs and their historical and eschatological implications, with emphasis on the first chapter with the commentary of the Vilna Gaon and demonstrate an understanding of the use of metaphor in Torah literature.
Major topics covered in the course are: introduction to the Song of Songs; metaphor in Torah literature; the metaphor of bride and groom; Peace as a name of G-d; the nature of relationship; the Festivals and the nation's relationship with G-d; Oral Torah; women and Oral Torah; exile: its causes, significance, purpose and outcome and the responses to exile; Revelation; and imbuing the world with G-d's Presence. Methods of instruction include lecture and discussion.
Judaic Studies/Religion - Maalot Educational Network
Major topics include: Hebron: who it was given to, its previous name, mourning for Moshe, Caleb’s name, Osniel’s name, Prayer, the cycle of the Book of Judges, mourning for Yehoshua, Aramaic, a nation’s sar, Hebron, mourning for Moshe, Caleb, Osniel, G-d answers the prayers of the broken-hearted, Amon and Moav, Devorah: song, palm tree, Sisera: his end, his mother, Gideon, the sun as a symbol of the temporal world, merits of the Forefathers, Dew: significance, difference between rain and dew, miracles, Ephod, Shechem, the necessity of self-knowledge in character growth, Jephtha, Human sacrifice, Samson: nazir, strength, parents, fox, jawbone, Delilah, sin, error, Philistines, Micha’s idol, concubine of Giveah. Methods of instruction include lecture, discussion, and textual preparation. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
Upon successful completion of the course, students will be able to: connect, explain and compare the relationship between selected Biblical topics and the exegeses of Talmudic, Midrashic, and later writings that expound upon them; and apply research and language skills in independent Biblical research.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2009 - Present.
Upon successful completion of the course, students will be able to: articulate the foundations of Chabad Chassidic philosophy and support the discussion with appropriate textual sources; recognize, define and apply the terminology of Chabad philosophy; and compare and contrast Chabad Chassidic writings with other Jewish philosophical works.
Major topics include: the structure of Tanya, the basic terminology of Tanya, the Divine Soul, the self and the ways and means of achieving a closer understanding of G-d, self and fellow man, the philosophy of Chabad as a practical manual for understanding of self-relationship to fellow man, outlook on the world and relationship to Hashem, Unity of G-d, the interplay of emotion and intellect, “Nothingness,” “creation from nothingness, Gimatrias. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation. Prerequisite: Background knowledge in Jewish Religion and Philosophy.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2020 - Present.
Upon successful completion of this course, students will be able to: recognize and apply the terminology of Mussar concepts; successfully apply these concepts to character development, recognizing points of decision, making life choices, avoiding pitfalls in character development and recovering from failure.
Topics include Major classical concepts in the study of Mussar, character refinement, responsibility to improve one’s self in an organized manner, growth in stages, the primary role of Torah in the process; the nobility of man; bringing out one’s potential; connection with the Creator, growing through failure. Prerequisite: Ability to read and comprehend Hebrew language and familiarity with courses in Biblical texts and Exegesis.
In the lower division baccalaureate/associate degree category, 3 semester hours in Jewish Ethics, Religious Ethics, Judaic Studies, or Religious Studies (3/21).
- Formerly Studies in Jewish Law: Interpersonal Communication (REL377)
Upon successful completion of the course, students will be able to: identify, describe and interpret Biblical and Rabbinic sources pertaining to laws of interpersonal communication; discuss the background and philosophy behind the laws; apply the sources, laws and philosophical underpinnings to practical application - when, where, how to share information about others.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2020 - Present.
Upon successful completion of this course, students will be able to analyze the depth of the major religious, ethical, halachic and historical elements of selected topics in the Book of Genesis and enhance skills in parsing biblical texts and their exegeses.
Major topics include: history of learning Pshat, sin of the Tree of Knowledge and the fall of man, tower of Babel and the Generation of the Dispersion, the story of Judah and Tamar, the mysterious lineage of Messiah – various incidents in the lineage of the Kingdom of David and philosophical implications, Dinah and Shechem. All topics are drawn from, and based on Biblical and Chassidic sources. Topics and sources may vary. Prerequisite: Ability to read and comprehend Hebrew language with some fluency as well previous coursework in Biblical texts and exegesis or permission of instructor.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Bible, Judaic Studies, or Religious Studies (3/21).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2020 - Present.
Upon successful completion of this course, students will be able to discuss the details of the lives of the Patriarchs and Matriarchs as well as the ethical, moral and theological motifs of their narratives; conduct independent research into Biblical texts and analyze their findings; apply this information to create a family tree and an extensive research paper that highlights the connection of each Jew to his own ethical and historic roots using the Patriarchs and Matriarchs as a paradigm.
Major topics include: G-d’s chariot, need for caution in studying the lives of the Patriarchs and Matriarchs, instilling character traits in one’s descendants, Avraham against the world, Avraham spreads word of G-d’s existence, G-d’s love for Avraham, differences between Noah and Avraham, Sarah’s response, Yitzchak’s gevurah and tefilla, Rivkah’s binah yeseirah, Yakov and truth, Leah’s inner desire, Rachel’s mercy, beauty and commentary on being buried alone, Ultimate purpose of the world’s existence. Topics and sources may vary. Prerequisite: Ability to read and comprehend Hebrew language familiarity with courses in Biblical texts and exegesis.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Biblical Studies, History, Religious Studies (3/21).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2009 - Present.
Upon successful completion of the course, students will be able to: articulate Rabbinic views on selected contemporary halachic issues of particular relevance to Jewish women; decode primary sources; discern the basis of halachic decisions; integrate and apply real-life applications of halachic sources; use their knowledge to study new halachic topics taught in the course; discuss new issues that arise in the future that relate to course topics and apply halachic decisions to new situations.
Major topics include: Metzuveh v’oseh and eino metzuveh v’oseh; d’lo mafkidna v’avidna; hedyot; making a blessing on non-obligatory mitzvahs; time-bound positive mitzvahs; lo Tikrevu L’galot Ervah; niddah; ervah; dat Yehudit; kalta; “There is no custodian against immorality”; preventive measures. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation Prerequisite: Basic knowledge of fundamental Jewish concepts in Law and Philosophy.
In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies or Religious Studies (10/10) (8/15 revalidation) (3/21 revalidation).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to: discuss, illustrate and summarize Jewish legal and moral principles relevant to modern commercial activity and categorize and analyze the underlying Jewish legal, ethical and theological principles relevant to modern commercial activity and apply these principles to ethical financial decision making.
Major topics include: definition of theft, stealing, abusing and manipulating; differences between these prohibited actions and the implications; repentance for theft and related fraud; honesty and fairness in business practices; public property; and borrowing guidelines. Topics may vary. Prerequisite: Ability to read and comprehend Yiddish.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Religion, Sociology, Ethics, or Law (5/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to: discuss, illustrate and summarize Jewish legal and moral principles relevant to modern commercial activity; categorize and analyze the underlying Jewish legal, ethical and theological principles relevant to modern commercial activity; and apply these principles to ethical financial decision making.
Major topics include: paying employees on time; categories of employees; non-compete clauses and contracts; dismissing employees; employee obligations and duties; charity; tithes; loans; monetary and non-monetary interest; heter iska; pruzbol; collateral; exorbitant pricing. Topics may vary. Prerequisite: Ability to read and comprehend Yiddish.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Religion, Sociology, Ethics, or Law (5/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2020 - Present.
Upon successful completion of this course, students will be able to: analyze and apply the intellectual philosophical and ethical motifs and principles of the unique status of the Jewish Home, as it serves as the foundation of the existence of the Jewish People and prepare original source material from Tanach (Bible) and its commentaries, Midrashic sources, Philosophical (Hashkafic) and Ethical (Mussar) texts that describe the Jewish home.
Major topics include: character development, building a Sanctuary, power of communication, power of silence, women in the workplace and the place of a career, the Authority of Torah and scholarship over nature, the unique role of Torah, matchmaking and marriage- are matches made in Heaven, primacy of Torah in marriage, marital harmony, gender differences, the power of giving and art of appreciation, struggle of Yaakov and Eisav, partners in Creation, parenting and role modeling and bringing the past into the future. All topics are drawn from, and based on Biblical sources. Topics and sources may vary. Methods of instruction include lecture, discussion and textual preparations. Prerequisite: Ability to read and comprehend Hebrew language familiarity with courses in Biblical texts and exegesis.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Hebrew Bible, Judaic Studies, or Religious Studies (3/21).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2020 - Present.
Upon successful completion of this course, students will be able to: analyze and apply the intellectual philosophical and ethical motifs and principles of the unique status of the Jewish Home, as it serves as the foundation of the existence of the Jewish People; prepare original source material from Tanach (Bible) and its commentaries, Midrashic sources, Philosophical (Hashkafic) and Ethical (Mussar) texts that describe the Jewish home.
Major topics include: primacy of Torah in marriage – nurturing marital harmony, balance of career and home, gender differences, the power of giving and art of appreciation, struggle of Yaakov and Eisav, partners in Creation, parenting and role modeling, and infusing heritage into the new home. All topics are drawn from, and based on Biblical sources. Topics and sources may vary. Methods of instruction include lecture, discussion and textual preparations. Prerequisite: Ability to read and comprehend Hebrew language, familiarity with courses in Biblical texts and exegesis.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Hebrew Bible, Judaic Studies, or Religious Studies (3/21).
Major topics include:multifaceted work of women; gratitude as the root of all service of G-d; Avigail’s gratitude saves her husband and his estate; labor and birth as a metaphor for the coming of the Moshiach; affliction is sent to solicit prayer; prayer as a prerequisite for salvation; chessed and salvation; women of boundless chessed; maariv as a prayer of special connection; women and maariv; childbirth and tzaar gidul banim rectify Chava’s sin; parenthood enhances service of G-d; parent-child relationship mirrors relationship with G-d; praying for the sex of a baby; leading role played by women in Jewish holidays; women’s obligations regarding holidays; Rachel and her descendants bring about salvation; Leah’s essence; Rachel is identified with the sheep; Esther didn’t reveal her origins; revelation on Mt. Sinai as the “wedding” of the Jewish People with G-d. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation. Prerequisite: Foundation course in Jewish Law and gender issues.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to: identify and define the categories of Muktze; explain criteria for determining forbidden and permissible use of Muktze on the Sabbath; analyze various scenarios to evaluate potential issues; and extrapolate from the principles covered within the course to a variety of practical applications.
This course is a comprehensive study of the laws of Muktzeh on the Sabbath. It examines the definition and prohibitions related to each category of Muktzeh; the distinction between moving an object and using it; and permissible and forbidden uses of objects. The course provides a framework for understanding the principles governing these laws so students can utilize their knowledge toward practical application. Prerequisite: Fluency in reading and understanding Yiddish.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Religion, Sociology, or Law (5/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to: identify and explain principles of interpersonal laws covered within the course; interpret and analyze Biblical and Rabbinical sources pertaining to the laws of interpersonal relationships; and extrapolate from the principles covered within the course to a variety of practical applications.
This course provides an in-depth study of some of the common precepts of interpersonal relationships, including love; hatred; the requirement to command feelings and emotions; ill treatment of the helpless and disadvantaged; demeaning or humiliating others; the obligation to reprimand sinners; honesty and deception; outreach and feeling responsibility; misleading others and aiding or facilitating sin. Topics may vary. The course examines the Biblical, Talmudic and other Halachic sources, definition of each Mitzvah, with a focus on the practical implications. Prerequisite: Fluency in reading and understanding Yiddish.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Law, Religion, or Sociology (5/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to: identify and explain a selection of laws pertaining to the Jewish home; interpret and analyze Biblical and Rabbinical sources pertaining to these laws; and extrapolate from the principles covered within the course to a variety of practical applications.
This is a study of selected topics in Jewish Law, focusing on commonly applicable laws pertaining to the Jewish home including: dietary laws; lashon hara; Shaatnez, and Kilayim. The course provides a framework for understanding the principles governing these laws, so students can utilize their knowledge toward practical application. Prerequisite: Ability to read and comprehend Yiddish.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Religion, Sociology, or Law (5/23).
- Formerly Studies in Jewish Law: Interpersonal Relationships (REL319)
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2009 - Present.
Upon successful completion of the course, students will be able to: identify, describe, interpret and analyze the Laws of Interpersonal Relationships; extrapolate from the relevant principles to their applications in a wide variety of situations, typical and atypical, practical and theological. In delving into source material from across the spectrum of Jewish history, students will demonstrate skill in analyzing Biblical, Rabbinical, medieval and modern primary sources and trace the development of the Jewish legal code as the sages of one era build on the work of sages of previous times.
Major topics include: reasons for the mitzvah of honoring one’s parents, who pays the expenses of honoring parents, emotional claims, excesses of parental authority, conflicts between parent’s desires and religious principles, the imperative to love one’s fellow man, how can people love one another as much as they love themselves, Rebuke, “Do not hate your brother in your heart”, hate the evil, but not the evildoer, obligation to rebuke, limits of the obligation, visiting the ill, patient autonomy, obligation to heal, faith healing, treatment of the dying, euthanasia, praying for the terminally ill, brain death, limits of contracts, strikes and unions, employee liability, Lashon hara and rechilus, lying for the sake of peace, “mechusrei emunah”, “geneivas daas”, lying about a bride’s attributes, exaggeration. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation. Prerequisite: Basic Halachic knowledge.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Psychology, or Religious Studies (10/10) (8/15 revalidation) (3/21 revalidation).
- Formerly Studies in Jewish Law: Laws of Shabbat I (REL308)
Classroom: 39 hours (13 weeks); Proficiency exam: Varies; self-study format.
September 2009 - Present.
Upon successful completion of the course, students will be able to: identify and define the major categories of melachah*; distinguish the principles behind each melachah and apply them to a broad range of situations; and compare and contrast diverse opinions as they pertain to the Laws of Shabbat as discussed in contemporary sources.
Major topics include: Biblical source of melochos; categories of forbidden melachos; av and toldah; d’oraisa and d’rabbanan; melechs machsheves; psik reisha; plowing; planting; harvesting; gathering; threshing; winnowing; grinding; kneading; dyeing; cutting to size; cooking; yad soledes bo; ma’achal ben Drusa’I; kli rishon, sheni and shlishi; bein hashmashos. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: identify and analyze major categories of melachah; distinguish the principles behind each one and apply them to novel situations; define and categorize the laws and subtopics of muktza (items which are set aside from use on Shabbat); discuss the definitions and ramifications of private and public domain in Jewish law with regard to Shabbat; analyze the principles behind specific prohibitions and their rabbinic boundaries and apply them; recognize and enumerate the intricacies of the laws of lighting Shabbat candles, Kiddush (sanctifying the Shabbat) and Havdalah (blessing concluding the Shabbat); the student will utilize literary resources to evaluate diverse opinions as they pertain to hilchos Shabbos and use them to appraise what actions are permitted on Shabbos.
Major topics taught in this course include: Muktza; eiruvin; hotza’ah; four domains; akira and hanacha; building and dismantling; writing and erasing; refuah; shechikas samemanim; psik reisha d’lo nicha leih; amira le’akum; Shabbos candles: reasons, customs, prayers, legal status, materials, length of time they stay lie, place of lighting; Kiddush: obligation, laws, customs; Havdalah: source, suitable beverages, customs, laws. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Judaic Studies or Religious Studies (10/10) (8/15 revalidation) (3/21 revalidation).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2009 - Present.
Upon successful completion of the course, students will be able to: identify, describe, interpret and analyze pertinent rabbinic texts pertaining to laws of prayer while demonstrating proficiency in ascertaining the principles of halachic methodology; exhibit expanding skills in interpreting classical law sources and the ability to apply the principles set forth therein as the student assesses the legal rulings as set forth in the 16th-century classic of Jewish law, the Shulchan Aruch, and the 20th-century classic, the Mishna Berurah.
Major topics include: obligation to pray; woman’s obligation to pray; mitzvos asei she’hazman grama; netz; amud hashachar; Jewish calendar hours; semichas geulah l’tefillah; asarah harishonim; Physical, mental and spiritual preparations for prayer; distractions during prayer; kavanah; interruptions in prayer. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Judaic Studies or Religious Studies (10/10) (8/15 revalidation) (3/21 revalidation).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to: explain in-depth the process of preparing for and accepting the Sabbath, and the meaning behind these laws and customs; analyze the literal and esoteric meanings of select Sabbath prayers; analyze practices and traditions regarding Sabbath food and explain the Halachic and symbolic reasons behind them; and extrapolate from the principles covered within the course to a variety of practical applications.
This course is a study of the Halachic and Kabbalistic sources and aspects of various Sabbath customs and prayers. It examines textual sources, theological and Kabbalistic themes, and Halachic aspects of traditional customs and prayers of Sabbath including Kiddush; the Sabbath meals; traditional Sabbath foods; Zemiros; blessings after the meal; Havdalah; Melaveh Malkah. Topics may vary. Prerequisite: Fluency in reading and understanding Yiddish.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Law, Religion, or Sociology (5/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to identify and describe the principles and laws which serve as the foundation of the Jewish home; explain source materials; and analyze their deeper meaning and their practical application.
Major topics include: modesty – philosophical and Halachic perspectives; marriage – a Woman of Valor; unique Mitzvos for women – lighting the Sabbath candles and separating Challah. Prerequisite: Ability to read and comprehend Yiddish.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Law, Religion, or Sociology (5/23).
- Formerly Studies in Megillot II: Song of Songs, Ecclesiastes, Lamentations (REL356) II: Songs, Ecclesiastes, Lamentations (REL356)
Upon successful completion of the course, students will be able to identify and articulate the major religious and moral ideas to be found in Song of Songs, Ecclesiastes, and Lamentations and identify the symbolism employed in these books.
Upon successful completion of the course, students will be able to analyze, compare and contrast the ethical, moral and theological teachings of the greatest founders and proponents of the Mussar movement from the earliest exegetes to the most recent leaders; read, translate and compare original texts of foundational concepts in Mussar; and apply the school of thought of the Mussar movement to current ethical dilemmas.
Major topics include: free will: the raison d'être for man’s creation, the point of free will, the idolatry of our time, Zechut avot, the point of mitzvot is gratitude, root of ingratitude, why growth can usually only be achieved in tiny increments, G-d’s prayers, tolerance and intolerance, self-confidence, low self-esteem, and humility, all is from G-d, relationship of bitachon and Emunah, honoring others, praising and denigrating, alacrity, Torah study, giving and taking, empathy, arrogance and humility, jealousy, kavod. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: translate complicated and esoteric Hebrew and Aramaic sections of the Book of Daniel; identify and discuss major religious and historical themes found in the Book of Daniel and pertinent Rabbinic and classical Jewish literature; analyze and compare similar themes in Classical and Biblical texts.
Major topics include cycles of destruction and redemption; forbidden foods; the Aramaic language in Jewish sources; kingship; the prophetic dreams of Nebuchadnezzar and Daniel; the Fiery Furnace; desecration and sanctification of G-d’s Name; the Lions’ Den; the power and role of joy; the unique power of Ishmael; and the Messianic era. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
- Formerly Analysis of Hebrew Scriptures: Selected Topics in Deuteronomy (REL263)
Upon successful completion of the course, students will be able to: articulate and evaluate multiple viewpoints on the major religious, philosophical and moral questions raised in the Book of Ecclesiastes as expounded upon in the commentaries on the Book and in major works of Jewish thought; recognize moral dilemmas inherent in daily existence and apply the wisdom of Solomon to recognize, weigh and resolve those moral challenges; demonstrate skills of independent textual analysis.
Upon successful completion of the course, students will be able to: analyze the Book of Esther with a focus on its homiletic interpretation; formulate the theological implications of the Book of Esther; and discuss the historical background of the Book of Esther.
Major topics include: authorship of the book; hidden references to the vessels and clothing of the Temple; significance of times; Divine Providence; “man”; anonymity and publicity; “Hadassah”; silence; attributions; the significance of dates; the parallels between the money given to the Mishkan and the money given by Haman; the significance of removal of king’s ring; behavior in the king’s palace; “three days”; why Esther made a party; double entendre of “king”; “in his heart”; inevitable triumph over Amalek; identity of Harvona; Divine intervention in the Book of Esther; meanings of “anger”; kings removing rings; the state of the Jews after the war; walled cities from the time of Joshua’s conquest; Purim on Shabbos; source of the laws of Purim; parallels between the Book of Esther and the revelation on Mt. Sinai. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: articulate analyses of major religious, ethical, halachic, philosophical and historical elements of the Book of Exodus, through referring to Biblical, Midrashic, Rabbinic and later sources; and demonstrate proficiency in textual analysis of primary materials written throughout the multi-millennial span of Jewish history.
Major topics include names and their significance; reasons for exile to Egypt and redemption from Egypt; why Moshe was chosen; the signs given to Moshe and Pharaoh; “He who wants to become pure is made pure”; the plagues – their progression, grouping, correspondence with the ten “statements” of creation; lunar-based calendar; Song at the Sea; splitting of the sea; essence of song; Amalek; mann – food for the body and the soul; the Chosen People and their interactions with others; man made in G-d’s image; Decalogue; interconnection of Written and Oral Torah; mishkan; eiruv rav; angels; chukim; Divine Providence; Thirteen Attributes of Mercy; first and second stone tablets of the law; rays of light shine from Moshe’s face. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: expound on the major religious and historical elements of the Book of Ezra as interpreted by Rabbinic and Halachic sources and works of Jewish thought; summarize the book of Ezra with the commentary of Metzudot and Rashi.
Major topics include an overview of the Book of Ezra; Cycles of Exile and Redemption; causes of Destruction; The Sabbatical Year; Cyrus Permits Reconstruction; The Exodus from Egypt and the Return with Ezra; For Lack of Repentance; Remaining in the Diaspora; Reconstruction of the Altar; Sanctity of the Temple Mount; The First and Second Temples; The Commandment to Build the Temple; The Samaritans in Judea; Non-Jewish Participation in the Construction of the Temple; Hebrew and Assyrian Script; Significance of the Temple; Prophecy and Idol Worship; The Divine Presence Dwells Among Man; Dedication of the Second Temple; The Hebrew Months; Ten Tribes and Twelve Tribes; The Jewish People as One; Ezra the Scribe; The Men of the Great Assembly; Lineage; Intermarriage and Jewish Education. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: discuss the major religious and historical elements of the Book of Genesis; outline major topics in the Book of Genesis; reconcile and synthesize the commentary of Rashi and additional classical and modern commentaries with the construct of the text; combine skills in second language comprehension of Biblical Hebrew with the exegetical principles of comprehension for successful textual analysis.
Major topics include the creation of man; the Garden of Eden; creation of woman; Tree of Knowledge; man’s sin, his denial, and punishment; Cain and Abel: their births and sacrifices; murder of Abel; Cain’s confrontation with G-d, Cain’s punishment; Tower of Babel; Sarah and Hagar; birth of Ishmael; Sodom; Jacob and Esau: the birth of the twins, the sale of the birthright, Isaac’s blessings, and Jacob’s encounter with the angel; Edom; Joseph and his brothers. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: discuss the linguistic/literary elements in the Book of Jonah; outline the social, ethical and theological concepts of the Book of Jonah; identify and connect the various Talmudic, Midrashic, and exegetical interpretations with their linguistic sources and theological implications; develop and demonstrate skills and proficiency in textual analysis.
Major topics include the historical Jonah, literary structure, the prophet's mission, and universal message found in Jonah. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: identify and discuss the major religious, historical and geographical elements of the Book of Joshua; compare the texts and commentaries; and relate Midrashic sources that elucidate the Book of Joshua.
Major topics include Why Moshe couldn’t lead the people into the Land of Israel; the spies; crossing the Jordan; the stones; circumcision; the accompanying angel; Rahab; Jericho; Achan; the Gibeonites’ ruse; tribal boundaries; Caleb’s present; cities of refuge. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to discuss the major historical and religious elements of the Book of Judges; summarize, assign meaning to the text; and apply skills in textual analysis.
The entire Book of Judges is studied. Major topics include the role of the judge and the king; the judgeship and Song of Deborah; Gideon’s test of G-d; Jephtha’s vow; the personality of Samson; the Nazarite laws; the idol of Micha. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
- Formerly Analysis of Hebrew Scriptures: Leviticus (REL358)
Upon successful completion of the course, students will be able to: probe into and analyze the major religious, ethical, halachic, philosophical and historical elements of the Book of Leviticus, use a wealth of Biblical, Midrashic, Rabbinic and later sources to support their analyses, and will be proficient in textual analysis of primary materials written throughout the multi-millennial span of Jewish history.
Major topics include the purpose of sacrifices; ritual purity and ritual impurity; sanctity; sacrifices and repentance; the sequence of events in Shemos, Vayikra and Bamidbar; milu’im; Nadav and Avihu; isarusa d’leila and isarusa d’letata; forbidden foods; avos hatumah; mikvah; leprosy; nega’im; the Yom Kippur service; se’ir la’azazel; vidui; kares; human responsibility to and for animals; reward and punishment in this world and in the world-to-come; dishonesty and theft; cursing the deaf; vengeance; grudges; “Love your neighbor as yourself”; the moon as the basis of the Jewish calendar; significance of the moon; shemittah and yovel; blowing the shofar. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
- Formerly Analysis of Hebrew Scriptures: Numbers (REL359)
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2009 - Present.
Upon successful completion of the course, students will be able to: derive the exact meaning of words and concepts when analyzing the texts of Bamidbar, the Book of Numbers, through meticulous analysis of the classical commentaries and super-commentaries; compare and weigh the various possibilities in disagreements between commentators when studying their discussions using advanced skills in textual analysis.
Major topics include the menora (its construction, shape, the laws of lighting), why the mitzvah was given to Aharon; the Levites replacing the firstborn and the ceremony that took place at that time; the ages at which Levites can work; the sequence of events in Scriptures; Pesach in the midbar; traveling in the midbar; sounding the trumpets; deconstructing, traveling with, and erecting the Mishkan; the wars, trials, miracles and mitzvot of the time of traveling through the midbar. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
- Formerly Analysis of Hebrew Scriptures: Numbers (REL399)
Upon successful completion of the course, students will be able to identify and articulate the major religious and historical topics in the Book of Numbers and extrapolate meaning through textual analysis and readings of the commentaries of Rashi, additional ancient, classic and modern works.
Major topics include prophecies relevant to future generations; purpose of narrative portions of Scriptures; counting the people; flags and their symbols; “These and those are the words of the living G-d”; Nazirites; Sota; blessings; priests; joy; manna; Korach; Levi replaces firstborn as priests; Red heifer; purity and impurity; free will and omniscience; Miriam’s death; Moshe hits the rock; Balak and Balaam; Balaam’s ass; curses; the claim of the daughters of Tzelafchad; Yehoshua as Moshe’s successor; settling the Land of Israel; “milchemet mitzvah.” Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: discuss major religious and moral themes of the Book of Proverbs and analyze the relationships between the concepts enumerated in Proverbs and the exegeses of Talmudic, Midrashic, and later philosophic writings that expound upon the proverbs; and analyze primary texts written throughout the span of Jewish history.
Major topics include wisdom and parables; love and hatred; mockery; rebuke; wickedness and righteousness; unique role of every individual; worry; friendship; speech and silence; social relationships and isolation; desire as the opposite of lovingkindness; “mai haShiloach”; generosity; use of time; charity; good eye; good heart; faith; Shabbos and G-d’s omnipresence; halachah; honesty and dishonesty; modesty; giving as the ultimate good; prayer; satiation and longing; arrogance; aspirations; good and evil motivations for generosity; charity; honor; judging favorably; personal responsibility; gratitude and blessings; arrogance; education; truth. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
- Formerly Studies in the Book of Psalms (REL440); Formerly Psalms (REL440)
Upon successful completion of the course, students will be able to: identify various types of psalms, including psalms of repentance, prayer, lament, wisdom and praise; interpret and analyze selected sections of the Book of Psalms and relevant rabbinic literature; identify and describe key themes in both the Psalms and in pertinent Rabbinic literature; exhibit advanced skills in textual comprehension when searching for and understanding excerpts from the Bible, the Talmud, and early commentators.
Major topics include an analysis of the various Psalms in their historical context; themes and explications of selected Psalms in light of classical commentaries and rabbinic sources; significance of various headings; Psalms of Thankfulness; acrostic Psalms; nearly-acrostic Psalms; Psalms of the Steps; B’nei Korach; “sela”; Psalms for the days of the week; “Why have You forsaken Me?”; “Ashrei”; reasons for suffering; Divine Providence through natural and supernatural means; the mitzvah of joy in mitzvos; “Hallelujah.” Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: identify and analyze the sequence of events recorded in the Book of Ruth; define the minimal requirements for conversion to Judaism; identify the generations that existed between Judah the son of Jacob and King David; describe and analyze the laws governing the redemption and acquisition of property; demonstrate proficiency in textual analysis.
Major topics include historic referents, laws of conversion, laws of Levirate marriage, and the contemporary relevance of the themes in Ruth to Jewish belief. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
- Formerly Studies in the Book of Samuel I (REL141); The Early Prophets: Samuel I (REL141)
Upon successful completion of the course, students will be able to describe, in-depth, the major religious and historical elements of the Book of Samuel I from the perspective of relevant commentaries and Midrashic and Talmudic sources and independently prepare various texts using classic commentaries.
Major topics include Elkana's pilgrimages to Shiloh; Chana and Penina; prayer; the birth of Samuel; Eli and his sons; Samuel as a prophet and leader; monarchy in Israel; Saul; mercy and cruelty: Agag and Nob; the relationship between David and Saul; David and Jonathan; major events in David's early career; Saul and the medium; and Saul's death. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to describe the major religious and historical elements of the Book of Samuel II that continue from the Book of Samuel I from the perspective of relevant commentaries as well as Midrashic and Talmudic sources and independently prepare various texts using classic commentaries.
Major topics include Samuel; request for a king; Saul; complex relationships between David, Saul, and Saul’s children; David as Saul’s rival for the throne; battle with the Philistines; deaths of Saul and Jonathon; David’s decision to execute the Amalekite youth; David emerges as the King of Israel; Tribe of Judah’s designation as the nation’s rulers; David’s claim to the throne; Abner, Asael and Ish Boshet; David and Michal; Abner kills Asael, and his brother Joab avenges him; murder of Ish Boshet; Mefiboshet; David is accepted as king “by all the Tribes of Israel”; David’s choice of Jerusalem as his capital; restoration of the Ark; Michal’s reaction to David’s dancing, his response, and the consequences for Michal; why David was unable to build the Temple King Solomon’s prayer at the dedication of the Temple; King David as a warrior; David and Bathsheba; David’s desire to be tested; Bathsheba’s marital status; repentance; Nathan’s parable and David’s verdict; Uriah’s death; David’s punishment; Amnon and Tamar: Analysis of the incident; Absalom plots revenge; David is rebuked ; David’s mourning; Absalom’s uprising; perspectives on suffering and tests; David’s response to his troubles; Mefiboshet’s hopes to be reinstated as king; Achitofel; Doeg; Achitofel’s advice, and leprosy; Absalom: sinned with his hair, and was caught by his hair; Absalom’s end; Shimi ben Gera; Sheva ben Bichri; David seeks to understand the reason for the famine, year after year, investigating idol worship, immorality, and failure to honor pledges to charity as possible causes; unique nature of David’s song; the rule of Messiah, descendant of the Davidic dynasty; cessation of the plague; David’s decision to purchase the threshing floor of Aravnah the Jebusite. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Judaic Studies or Religious Studies (10/10) (8/15 revalidation) (3/21 revalidation).
- Formerly The Early Prophets: Kings I and II (REL239)
Upon successful completion of the course, students will be able to translate, interpret and compare Biblical, Rabbinical and classic Jewish literature pertaining to the Books Kings I and II and identify and describe major themes found in those books.
Major topics include Naval; Avishag; Batsheba; Dovid’s promise that her next child would be king; Solomon's anointment was due to Adonijah’s dispute; Joab took hold of the corner of the altar; wisdom and understanding; feasting at the completion of the Torah; why Solomon was made king; Solomon married too many wives, acquired too many horses; the influences of Solomon’s wives; Solomon’s scholarship; reason Solomon gave Hiram that David didn’t build the Temple; contents of the Ark; “song” and “prayer”; Solomon’s relationship with the queen of Sheba; Nebuchadnezzar; Jeroboam; advice of the young and advice of the old; Levi never served idols; Achijah; Asa; Zimri; Omri; Elijah; the widow; Obadiah; hiding 100 prophets; “small thin voice”; Ahab; murder of Naboth; “twice your spirit”; Elisha; Jehosophat; Abishag the Shunamis; leprosy; Geihazi; permanence of words; Yoav; Elisha; Jeroboam; exile of the ten tribes; Hezkiah; Manasseh; Josiah; Athalia; finding the sefer Torah; Hulda; Matanya; destruction of the Temple and Jerusalem; death of Gedalyoh; Joachim; Nebuchanezzar’s death. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to analyze the philosophical and ethical concepts articulated in Michtav M’Eliyahu along with their Biblical, Rabbinic and Midrashic sources and relate these concepts to other works of Jewish thought and Mussar (system of self-discipline and ethical development); and apply them towards personal growth.
Major topics include people and places that helped shape and disseminate Rabbi Dessler’s philosophy; free will; effects of faith on worldly pursuits; the need for prayer; analysis of natural and supernatural phenomena; the relation between giving and love; obligation to share spiritual advantages; influence of surroundings on morality; ethics of individual, gratitude; the motivation to fulfill commandments; depth and superficiality of man; exile and redemption. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to discuss major topics in the Biblical books of Genesis, Exodus and Leviticus and the ethical, moral and theological motifs implicit in the narratives, according to Talmudic and Midrashic sources, as well as the commentaries of Rashi and other classic exegetes.
Major topics include the six days of Creation encapsulate the next 6,000 years, eizer k’negdo, the nature of spiritual trials, how discord spirals, why Lot and his family could not look back, Akeidah, Eliezer’s signs, Rivkah’s middos, Yakov, serenity vs. growth, precision of Divine Providence, the Plagues , Exodus, mitzvos involving Man and G-d are inseparable from mitzvos involving Man and Man, only one who has sinned intentionally will come to sin accidentally since G-d does not cause tzadikim to stumble, Nadav and Avihu, laws of kosher and non-kosher animals. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to: identify and explain principles of interpersonal laws covered within the course; interpret and analyze Biblical and Rabbinical sources pertaining to the laws of interpersonal relationships; and extrapolate from the principles covered within the course to a variety of practical applications.
This course provides an in-depth study of some of the common precepts of interpersonal relationships, including flattery, respect for other people particularly the elderly, hospitality; providing for needy brides, visiting the sick, burial of the dead, honoring parents, resolving disputes, Midas Sedom; love and acceptance of converts, care and compassion for widows and orphans, and refraining from gossip and lashon hara. Topics may vary. The course examines the Biblical, Talmudic and other Halachic sources, definition of each Mitzvah, with a focus on the practical implications. Prerequisite: Fluency in reading and understanding Yiddish.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Law, Religion, or Sociology (5/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to: identify and define the major categories of Melachah (a category of work); explain criteria for determining forbidden and permissible actions on the Sabbath; analyze various scenarios to evaluate potential issues; extrapolate from the principles covered within the course to a variety of practical applications. These categories are the archetypical types of work done to build the temporary Mishkan or Holy Tent that was carried with the Jewish People as they traveled through the desert. All these activities such as weaving, forming a structure, carving, dyeing, etc. are included in the thirty-nine major categories of work forbidden on Shabbos and each category has many subcategories and blended categories.
Major topics include: a study of a selection of Sabbath restrictions and prohibitions, including laws of plowing; planting; harvesting; threshing; winnowing; grinding; kneading; dyeing; cooking; sewing and tearing; tying and untying knots; trapping animals; slaughtering; skinning and pickling; erecting a shelter; erasing; scratching lines; cutting; writing; erasing; building; demolishing; lighting a fire; completing an object; and carrying objects in the public domain. The course provides a framework for understanding the principles governing these laws, so that students can utilize their knowledge towards practical application. Topics may vary. Prerequisite: Ability to read and comprehend Yiddish.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Law, Religion, or Sociology (5/23).
Upon successful completion of the course, students will be able to: identify Biblical sources and articulate concepts derived from various Haftorah readings (selected sections from Prophets which are read from a separate scroll immediately following the reading of the Torah portion of the week); connect the themes in the Haftorah with their corresponding Torah portions; identify and relate the singular themes in the special Haftorot with their calendar dates; and compare and contrast various schools of thought regarding the Haftorah.
Major topics include the history of Haftaroth; prophetic promises; chronology of later prophets; blessings over the Haftara; power of repentance; importance of prayer; chessed; ongoing anti-Semitism; identity of Ovadia; nature and historical arc of Edom; requirements for prophecy; Jeremiah’s life and his rebuke; purity; tithes, testing G-d and belief in reward and punishment; Malachi’s historical context. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: dissect the subtleties and underlying principles of selected topics by analyzing classical Halachic sources -- the Shulchan Aruch and the Mishna Berurah -- with an emphasis on deriving practical conclusions and understanding halachic methodology and decipher and analyze the text of the Shulchan Aruch and the Mishna Berurah.
Major topics include the laws of washing hands in the morning; tzitzis; tallis; blessings on Torah; Shema; reading from the Torah; blessings after eating; muktzeh; trapping on Shabbos; Pesach; Sukkos; sukkahs. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Major topics include Chanukah, Purim, Counting the Omer. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2020 - Present.
Upon successful completion of this course, students will be able to recognize and compare similar events described in Prophets and then summarized in Diverei Hayamim (Chronicles I and II) and analyze why events were described from different perspectives. As a result of a significant number of assignments throughout the semester, students will be able to compare and analyze classical Jewish texts and primary sources written through the span of Jewish history.
Major topics include trials, free will, Tanach – history book or blueprint for history, purpose of genealogies, recurring themes in the Book of Judges, and responsibility to the nation, purpose of the Temple, King David as initiator of the Temple construction, the wisdom of Solomon, Solomon as viewed by the Prophets, the quality of leadership relative to their generations, Amon and Moav and their relationship to Mashiach, the end of the merit of the fathers, prostitutes mentioned in the Tanach, the criteria of Prophecy, man’s responsibility in the time of Moshiach, and repentance. Topics and sources may vary. Methods of instruction include lecture, discussion and textual preparations. Prerequisite: Ability to read and comprehend Hebrew language, familiarity with prior courses in Biblical texts and exegesis.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Hebrew Bible, Judaic Studies or Religious Studies (3/21).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2010 - Present.
Upon successful completion of the course, students will be able to: identify Biblical themes and articulate concepts related to the matriarchs and the individual tribes descended from them and demonstrate a sophisticated level of textual analysis in a wide variety of sources, spanning from the Bible itself to Rabbinic works, medieval commentaries, contemporary thinkers and Hassidic masters.
Major topics include the study of the matriarchs Rachel and Leah, specifically their respective roles as mothers of the tribes; an exploration of the concept of twelve tribes and the significance of this number; study of the individual tribes of Reuben, Simeon, Levi, Asher, Benjamin, Naphtali, Dan and Judah. Using a thematic approach, each tribe is studied from birth, and the various incidents in the Bible involving individual tribes are examined, as inter-generational links, common character traits, and life lessons are revealed. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
In the lower division associate/baccalaureate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Hebraic Bible, Judaic Studies, or Religious Studies (8/15) (3/21 revalidation).
Major topics include selected women in the Bible, based on Proverbs 31 and the moral, practical and religious/philosophical implications of their lives and careers through study of the Scriptural, Talmudic and Midrashic sources. Methods of instruction include lecture, discussion, and textual preparation. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Upon successful completion of the course, students will be able to: analyze primary sources that delve into the role of Jewish women in particular and the Jewish people as a whole; learn to isolate facets of those concepts and examine their interplay to gain a new perspective on women in the Bible and also on Judaism and human nature.
Major topics include Women of the Bible as role models; Sarah; ruach hakodesh; barrenness of the matriarchs, why family matters in a shidduch; Rivkah; significance of Rivka’s bridal gifts, Rochel and Leah and their descendants, women’s challenges with honesty, the ideal marriage relationship, why a woman adopts her husband’s minhagim, Shaatnez as a metaphor, vulnerability, two kinds of gehinnom, the power behind the throne, women’s wisdom. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation. In preparing the exegetic texts that relate to women in the Bible, students will demonstrate proficiency in textual analysis of primary materials written throughout Jewish history.
Mathematics - Maalot Educational Network
Upon successful completion of the course, students will be able to: define the concept of limits; find limits of functions; find derivatives; find derivatives of trigonometric functions; graph using derivatives; find derivatives of functions defined through composition of functions; and solve verbal problems – related rates, max-min, and rectilinear motion.
Topics covered include limits, derivatives, graphs using limits and derivatives, and verbal applications that use derivatives.
Upon successful completion of the course, students will be able to: define and apply integration including definite integrals and its connection to area; calculate limits; calculate integration of logs, exponential functions, trigonometric functions and integrate by parts, integrate using partial fractions; solve problems involving area, volume, rectilinear motion and growth and decay; numerical methods for calculating integrals; and solve differential equations by separating variables.
Topics include a continuation of Calculus I; antiderivatives, integration by u-substitution; areas as limits; the definite integral; area between two curves; volumes, length of plane curves; area of surface of revolution; logarithms and exponential functions; first-order differential equations; inverse functions; inverse trigonometric functions and their derivatives; integration by parts; and integration of powers of sine, cosine, secant, and tangent. Also included are verbal problems requiring the above concepts.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2018 - Present.
Upon successful completion of the course, students will be able to: read, interpret and write presentations using logical mathematical symbols; write proofs of truth value of propositions, using inference rules and axioms of logic; use set theory to explain mathematical logic involving collections of objects as units; discuss the concept of algorithms as processes to solve problems; solve a recurrence relation; tell whether a function is injective or subjective; define functions explicitly and recursively; calculate probabilities using counting rules, combinations and permutations; write proofs relating number of vertices and number of edges in a tree; write proofs related to connectedness of graphs; and find shortest path in a graph;show isomorphism.
Topics include logic, binary system, sets, functions, relations, equivalence relations, deduction, induction, recursion, counting, algorithms in pseudo-code, matrices, probability, graphs, connectedness, trees, path, circuits, isomorphism.
In the upper division baccalaureate degree category, 3 semester hours in Mathematics, Business, Finance, Statistics, or Computer Science (5/18) (3/21 revalidation).
Upon successful completion of the course, students will be able to: apply geometry and trigonometry basics for use throughout the course: to use the unit circle for all trigonometric equations and graphs; to understand in order to use real number system for solving equations and inequalities; to work with algebraic expressions: monomials; to work with algebraic expressions: polynomials; to use algebraic rational expressions, including trig identities; to work with complex numbers; differentiate and apply concept of function vs relations; find equations and graph linear functions; establish symmetries in a graph; recognize equations and graph conic sections; use quadratic formula; recognize and use language related to functions; perform operations with functions; graph equations containing radicals and trig functions; apply the concept of inverse function; work with logarithmic and exponential functions and their graphs; graph rational, absolute value and piece-wise defined functions; apply the concept of function, to solve all types of equations and to graph linear, trigonometric, logarithmic, exponential and rational equations as well as conic sections.
Music - Maalot Educational Network
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
February 2018 - Present.
Upon successful completion of the course students will be able to: describe and explain the elements of sound and music, recognize musical instruments, identify types of Jewish music throughout the ages, spanning Exodus, the two Temples, Diaspora and the future Messianic Period; describe the impact of Jewish music on society; recognize and connect music styles to different Jewish cultures in different Diasporas; and evaluate and use music as a source for spiritual development and emotional fulfillment.
Topics include music in Jewish worship, defining Jewish music in the past - its emotional and psychological impact, healthy trends and listening, and transforming from 7-8 chords.
In the upper division baccalaureate degree category, 3 semester hours in Music, Jewish Studies, or Music History (5/18) (3/21 revalidation).
Philosophy - Maalot Educational Network
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to: formulate a comprehensive perspective on many of the fundamental philosophical and theological principles defined by the Tanya and other Chassidic and Kabbalistic works; analyze and contrast divergent approaches to these essential issues; explain and compare man’s spiritual journey and goals with the corresponding mystical dimensions; synthesize the concepts of a selection of classical Jewish philosophical, Biblical, Halachic and Kabbalistic schools of thought; and independently apply textual analysis skills.
Major topics include drawing down the Shechina (Tanya Ch.35); G-d’s desire for an abode in the lower realms, the physical world (Tanya Ch.36); mortal man’s ability to elevate the mundane and reveal G-d’s presence in the physical, material world (Tanya Ch.37); Kavana - the requirement to marshal and focus one’s mind and thoughts leading to G-d’s revelation in this world (Tanya Ch.39); the interplay of Kavana, the ascent of Torah Study and Mitzvos, to the sefirot within the four spiritual worlds (Tanya ch.39). Topics may vary. Prerequisite: Formal education: Record of successful completion of four years high school or its equivalent; ability to read and comprehend Hebrew.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Law, Religion, or Sociology (5/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 – Present.
Upon successful completion of the learning experience, students will be able to: explain and compare the essential differences between exile and redemption on a personal and national level, providing traditional, Chasidic and Kabbalistic definitions and perspectives; demonstrate critical evaluation and knowledge transfer in practical application exercises and workshops; correlate individual steps in personal redemption to national and global redemption; and independently apply textual analysis skills.
Major topics include: defining personal and national Exile and Redemption; the individual’s role in fulfilling the prophecies describing the Messianic era; tracing the origins of Exile to the process of creation and the sin of the Etz Hadas; analyzing self-limiting and self-empowering narratives, their origins, and the role of and faith and belief in shaping our outlook on the past, present, and future; applying a practical redemption mind frame to everyday situations – personally, nationally, and globally. Topics may vary. Prerequisite: Formal education: Record of successful completion of four years high school or its equivalent; ability to read and comprehend Hebrew.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Law, Religion, or Sociology (5/23).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2020 - Present.
Upon successful completion of this course, students will be able to evaluate and explain the fundamental substance of the Beis HaLevi’s formulation of essential concepts of Jewish philosophy, distinguish the Beis HaLevi’s distinctive methodology in exegesis of biblical and rabbinic sources, and recognize and analyze the theological and ethical ideas expressed in prior works of Jewish philosophy as they are addressed and developed in the Beis HaLevi’s writings; and interpret classic and modern Jewish philosophical work with greater skill and knowledge of philosophical terms.
Major topics include the connection between the golden calf and the giving of the Torah, Moshe’s response to the golden calf, the power of Repentance, merits, demerits and consequences in the balance of human behavior, “E-he-ye-h asher E-he-ye-h” as a principle in accountability, Yitzchak, Rivka and Esav - the concept of the firstborn, the value of charity as a conduit to goodness and abundance, the dialogues of Rabbi Akiva and Tyranus Rufus, purposes of the ten plagues, connection between the ten plagues and the sin of the golden calf, understanding the sin of the golden calf, the concept of mitzvos, red heifer in the repentance process, why remember Amalek, and the answer to the wicked son in the Haggadah. Topics and exegetists may vary. Methods of instruction include lecture, discussion and textual preparations. Prerequisite: Ability to read and comprehend Hebrew language, familiarity with courses in Biblical texts and exegesis, two courses in Jewish Philosophy, or permission from the instructor.
In the upper division baccalaureate degree category, 3 semester hours in Philosophy, Judaic Studies, Hebrew Bible, or Religious Studies (3/21).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2020 - Present.
Upon successful completion of the course, students will be able to: analyze the historical and personal contexts of primary sources, discern the relationship of a teacher to his or her students through their letters, and evaluate Jewish philosophical approaches to selected concepts; be proficient in textual skills and modern Jewish history through researching original texts and the personal lives of their authors.
Major topics include bibliographical information about each letter writer and their influence on Jewish history, the importance of knowing an author’s historical context, major accomplishments, and the name by which he/she is known, the superiority of letters to published material in getting to know the author’s mind, value of prayer, dual nature of trials, G-d responds in kind, women’s role, spiritual aspirations and social life, fraternal love as the gateway to love of G-d, impact of Bais Yaakov on women of its generation and on ours, Purim as “letter” and personal message, G-dliness and Amalek, obligation to feel personal experience of the Exodus from Egypt, what Pesach celebrates, solitude and society, maintaining values even in hardship, modern idolatries, and growth-potential of milestones. Topics and sources may vary. Methods of instruction include lecture, discussion and textual preparations. Prerequisite: Ability to read and comprehend Hebrew language familiarity with courses in Biblical texts and exegesis. Pre or co-requisite: two courses in Jewish Philosophy or permission from the instructor.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Hebrew Bible, or Religious Studies (3/21).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
Major topics include Holiness, impact of the mitzvos of interpersonal relationships on individuals and on nation, employee/employer relationships, effects of anger, balancing physicality and spirituality, leaders and leadership, hierarchy and unity, thanking G-d for the bad, truth, forgiveness, potential destructiveness of speech. Topics may vary. Methods of instruction include lecture, discussion and textual preparation.
Upon successful completion of the course, exhibit perception of Rambam's formulation of the principles, and the influence of the principles on contemporary discussions, as well as appraise the theological and ethical ideas expressed in the principles, as discussed in other works of Jewish thought; correlate the discussion of Maimonides’s principles with other works of Jewish thought; appraise the original writings of other notable Jewish philosophers.
- Formerly Judaism: Religious, Philosophical, and Ethical Issues (PHI204) or (PHI200)
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2009 - Present.
Upon successful completion of the course, students will be able to: describe traditional Jewish outlook on major religious, ethical, and philosophical themes and issues; analyze pertinent source materials and compare them with parallel outlooks from a range of non-traditional or non-Jewish sources.
Major topics include: the closeness of Israel, equal opportunity, racial and religious tolerance, relationships with non-Jews, anti-Semitism, the seven Noahide laws, suffering, and Theodicy. Topics may vary. Methods of instruction include: lecture, classroom discussion, and textual preparation. Prerequisite: Background knowledge in Jewish Religion and Philosophy.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Religion, Ethics, or Hebraic/Judaic Studies (10/10) (8/15 revalidation) (3/21 revalidation).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
September 2020 - Present.
Upon successful completion of this course, students will be able to: analyze the subtleties of the Torah’s language to infer the connotations indicated; synthesize the thoughts of various exegetes; and extrapolate the significance of the writings of classical Jewish philosophers and expositors.
Major topics include repentance, signs of Mashiach and what will change, preparation for receiving the Torah, service of G-d from fear and from love, women and Torah, the significance of the way G-d took the Jews out of Egypt, a “nation of priests”, kedushah, prophecy, unity, equality and hierarchy, relation between oral and written Torah, the Ten Commandments, idolatry, jealousy, Shabbos, taking G-d’s name in vain, G-d’s “work”, nefesh yeseira, the two sides of the Tablets of the Law, deveikus, Israel’s intimate relationship with G-d, and absolute truth. Methods of instruction include lecture, discussion and textual preparations. Topics may vary. Prerequisite: Ability to read and comprehend Hebrew language, familiarity with courses in Biblical texts and exegesis, two courses in Jewish Philosophy, or permission from the instructor.
In the upper division baccalaureate degree category, 3 semester hours in Jewish Philosophy, Bible Studies, Religion, or Hebraic/Judaic Studies (3/21).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 -Present.
Upon successful completion of the learning experience, students will be able to: formulate a comprehensive and detailed analysis of Messianic era concepts discussed in sections of Maimonides’s Mishnah Torah based on the Lubavitcher Rebbe’s teachings; identify the theological principles within these topics and explain the correlation to Maimonides’ 13 Principles of Faith; interpret and compare Biblical, scriptural, Talmudic, Halachic and mystical teachings to create informative and persuasive presentations; analyze prooftexts and construe practical implications, aligned with Maimonides’s philosophy; and explain and apply the imperative of “awaiting Moshiach”, as one of Rambam’s fundamental principles of faith.
Major topics include: Rambam’s conception of the Messiah (Chapters 11-12); role of Eliyahu HaNavi on the eve of the ultimate redemption; awaiting redemption and the Messianic Era; redemption within the natural context of the world. Topics may vary. Prerequisite: Formal education: Record of successful completion of four years high school or its equivalent; ability to read and comprehend Hebrew.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Law, Medieval Studies, Religion, or Sociology (5/23).
September 2009 - Present.
Upon successful completion of the course, students will be able to: summarize Rabbeinu Bachya’s formulation of the fundamentals of faith and service of G-d, and analyze the theological and ethical ideas expressed by Rabbeinu Bachya and their influence on later Jewish thinkers; demonstrate skill in analyzing works of Jewish philosophy as well as Biblical, Rabbinical and medieval sources.
Major topics include duties of the heart and duties of the limbs, “with all your heart” and “with all your might”, differentiation between Emunah and bitachon,, “Menuchas hanefesh”, why the righteous suffer. advantages of faith, why hishtadlus is necessary, factors to consider when choosing a career, gratitude as the foundation of service of G-d, “lishma” and “lo lishma”, battle between body and soul. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Major topics include the history of the Ramchal, the Ramchal’s systematic overview of how to learn Jewish theology – the objectives, the words, according to the Ramchal, the purpose of creation, self-improvement as the means to come close to G-d, the body and the soul, man before and after the first sin, the material and the spiritual, ways to serve G-d, shedim, the neshama, sleep, the influence of the spiritual world on this world and the influence of the world on the spiritual world, the sefirot, G-d’s providence, the world-to-come, punishment for misdeeds in the world-to-come and different spiritual levels in the world-to-come, special providence over man, trials, the reason(s) for suffering, success of the wicked, reincarnations and the unique role of each individual, the status of non-Jews in this world and in the next, the generations after the first sin, exile, how G-d orchestrates what happens, the heavenly courts, Rosh Hashana, the influence of the stars, astrologers, G-d’s judgement and His mercy, four stages of humanity, different types of mitzvos, emunah and bitachon, instilling bitachon, hishtadlus, lishma and lo lishma, internal and external motivation, menuchas hanefesh, structure of Mesillas Yesharim, daas Torah, and revealing G-d in this world. Methods of instruction include lecture, discussion and textual preparations. Topics may vary. Prerequisite: Ability to read and comprehend Hebrew language, familiarity with courses in Biblical texts and exegesis, two courses in Jewish Philosophy, or permission from the instructor.
- Formerly Studies in the Writings of Maimonides (PHI333)
Upon successful completion of the course, students will be able to: evaluate and explain the fundamental substance of the Maharal’s writings, interpret the terminology characteristic of the Maharal’s literary style with its philosophic/mystical connotations, and distinguish the Maharal’s distinctive methodology in exegesis of biblical and rabbinic sources. Maharal’s own expositions will be compared to those in the course’s enriched source book, which includes excerpts from his writings and those of other exegetes. Students will be able to scrutinize and extrapolate from the original, classical sources which formed the basis on which Maharal developed his philosophy.
Major topics taught in this course include: the supremacy of the Torah, the eternal relationship of the Jewish people with the Torah; wisdom, “yeridas hadoros”, the relationship of the oral and written Torah, “d’oraisa” and “d’rabbanan”, “daas Torah”, “fences” around the Torah, correlation of mitzvos with the human body, love of G-d, “kedoshim”, Sanhedrin, role of government, “eilu v’eilu divrei Elokim chayim”, the halachah follows Beis Hillel, capital punishment, lost objects, the letter of the law and the spirit of the law, hope in exile, G-d’s prayers, “My children have triumphed over Me”, power of unity, jealousy, mann, revenge and grudges, magic, Shabbos. Topics may vary. Methods of instruction include lecture, discussion, and textual preparation.
Varies (Self-study format).
September 2009 - Present.
Upon successful completion of the course, students will be able to analyze the ethical, moral, and theological teachings represented in the Avot tract and the various interpretations reflected in the commentaries and works of Jewish thought and read, translate, and compare primary Judaic sources related to the Tractate.
Major topics include: transmission of Torah; student rewards and punishment; particularism and universalism; meaning in challenges; influence of surroundings; judging others favorably; jealousy; greed; the value of every person and every event; interpersonal relationships; speech and silence in communications; gratitude; charity; altruism; selfishness; humility; asceticism; spirituality; Judicial ethics; Theodicy; eschatology. Topics may vary.
In the lower division baccalaureate/associate degree category, 3 semester hours in Philosophy, Hebraic/Judaic Studies, or Religious Studies (10/10) (8/15 revalidation) (3/21 revalidation).
Psychology and Sociology - Maalot Educational Network
Upon successful completion of the course, students will be able to: identify and describe historical perspectives toward abnormal behavior; recognize and describe current trends and perspectives in understanding and treating mental illness; identify and describe the causes and treatments for major DSM-V classifications of abnormal behavior - their causes, manifestations and treatment (stress related disorders, anxiety disorders, OCD related disorders, psychosomatic disorders, personality disorders, addictive disorders, psychoses, organic disorders, eating disorders, mood disorders, suicide, and developmental disorders of childhood); compare the psychoanalytic, biological and cognitive-behavioral and social cultural theories about mental illness; and match and apply the major forms of treatment available today; independently locate sources of information about mental illness and empathize with a person experiencing mental illness.
Major topics include historical perspective, major psychiatric (DSM-V) categories, causes and treatment, the four major therapeutic orientations including Psychoanalytical, Biological, Cognitive-Behavioral, and Social Cultural.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
April 2015 - Present.
Upon successful completion of the course, students will be able to: identify the principles of biopsychology and connect the fundamentals of the relationship between the brain and behavior in terms of how the brain mediates behavior, cognition, and emotion; describe the structure and function of the nervous system, of the sensory and motor systems, on learning and behavior, and on neurological dysfunction and its causes and form hypotheses for certain behaviors citing supporting evidence from research methodology in biopsychology.
Topics covered are: research methodology in biopsychology, understanding the structure and function of the nervous system, of the sensory and motor systems, on learning and behavior, and on neurological dysfunction and its causes, subdivisions of neuropsychology, scientific methods, critical thinking, anatomy of the nervous system, neural conduction, synaptic transmissions, research methods of biopsychology, pharmacological research, genetic engineering, bio-psychological patterns of animal behavior, visual system, sensory system, somatosensory systems, chemical senses, sensorimotor system, brain damage and neuroplasticity, sleep, emotion, psychiatric disorders.
In the upper division baccalaureate degree category, 3 semester hours in Psychology (4/16) (3/21 revalidation).
Upon successful completion of the course, students will be able to: describe the physiology of conception, prenatal development and birth; identify the theories of cognitive development and psychosocial development; identify and define the physical capabilities and health needs of humans throughout childhood; list the stages of language development and make an initial assessment of language and developmental delays; draw conclusions from the interaction between social and cultural context and genetic factors; explain the importance of and connect the role of attachment and parenting styles on psychosocial adjustment.
Topics include theory and research on physical, cognitive emotional and social development from birth through middle childhood, Piaget’s theory, Erikson’s stages of psychosocial development, language and intellectual development.
Upon successful completion of the course, students will be able to: understand, design, and evaluate experimental, quasi-experimental, and non-experimental research; understand and apply ethical principles and practices in conducting research with human and non-human subjects; recognize and describe the value of the scientific method, research ethics, research design, experimental control, sampling and generalization, conduct hypothesis testing and statistical analysis; and review journal articles, design an original experiment and write an APA-style research report.
Topics include construction and evaluation of experimental, quasi-experimental, and non-experimental research, the scientific method, research ethics, research design, experimental control, sampling and generalization, hypothesis testing and statistical significance.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
April 2015 - Present.
Upon successful completion of the course, students will be able to: trace the development of the science of psychology, including its many sub-disciplines; summarize and compare the distinctive characteristics, theoretical viewpoints, and research methods used in the psychological systems that comprise the ever-evolving science and profession of psychology; identify and contrast the main contributors to these systems; explain the sociocultural influences that contributed to the development of psychology and the influence of psychology on sociocultural norms.
Topics include development of the science of psychology, pre-scientific psychology such as mental healing, phrenology, the birth of the science of psychology including Wundt, Ebbinghaus, Scientific psychology in America, early schools of American Psychology, structuralism, functionalism, Applied Psychology in America, psychoanalysis, Freud; neo-Freudian (Adler, Erikson, Jung and Horney) behaviorism, radical behaviorism; social action and social change, gender differences, Gestalt and cognitive psychology.
In the upper division baccalaureate degree category, 3 semester hours in Psychology (4/16) (3/21 revalidation).
Upon successful completion of the course, students will be able to: describe practice of psychology in the workplace; assess the human and societal context within which work takes place and summarize the issues, questions and solutions that applied psychology can make; explain the essential language, assumptions and methodology of the psychologist in the workplace; identify the legal and ethical issues involved with advising, consulting and researching within organizational and work settings; construct a framework utilizing a prior understanding of psychology to address issues and concerns of the contemporary workplace; acquire the necessary background for the study of more specific areas of applied psychology and organizational behavioral studies.
Topics include the history and science of industrial/organizational psychology, role of the industrial/organizational psychologist in job analysis, training and development in industrial/organizational settings, performance appraisal and feedback, motivation, attitudes, social dynamics, and stress in work settings, future trends in industrial/organizational psychology.
- Formerly Interpersonal Behavior in Small Groups
Upon successful completion of the course, students will be able to: explain psychological and Jewish texts addressing issues in interpersonal relationships and of the teaching enunciated in those texts; describe the relationship between emotional and social intelligence, positive psychology findings, and Jewish relationship values on the one hand and the quality of interpersonal relations on the other; demonstrate mastery of psychological and interpersonal skills which facilitate positive interpersonal relations.
Topics include: Track 1: Psychological Topics and Skills: concepts and application of emotional intelligence, social intelligence and positive psychology, practice related skills such as mindfulness and emotional regulation (e.g., assertive training and thought defusion), interpersonal effectiveness skills (e.g., reflective listening and conflict resolution). Track 2: Jewish Topics: Jewish view of personality and character development, key concepts that relate to interpersonal relations: e.g., exercise of responsible free will, acts of lovingkindness, an attitude of compassion, and recognition and gratitude for the good done to us.
- Formerly Psychological Foundations of Education (PSY260)
- Formerly Psychological Testing and Measurement (PSY410)
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
April 2015 - Present.
Upon successful completion of the course students will be able to: apply social psychological principles to understand contemporary topics; draw conclusions from readings in academic literature relating to social psychology; and connect the way social settings shape behavior of children and adolescents.
Topics include social psychological issues pertaining to children and adolescents, social psychological concepts such as motivation, self-esteem, gender differences, conformity, and aggression pertainiing to children and adolescents in educational contexts.
Prerequisite or co-requisite: Introduction to Psychology (PSY101) or Introduction to Sociology (SOC101).
In the upper division baccalaureate degree category, 3 semester hours in Psychology (4/16) (3/21 revalidation).
Science - Maalot Educational Network
Topics include a general overview to organization of the human body, major organ systems: anatomy and an explanation on how the parts work. Anatomy introduces a basic vocabulary that is understood by scientists and health care professionals alike, key concept of homeostasis in physiology, relevant pathophysiologic conditions are presented as imbalances in homeostasis, systems covered include: Integumentary, Skeletal, Cardiovascular, Respiratory, Digestive and Endocrine, pathophysiology topics include: acne, skin cancer, osteoporosis, anemia, leukemia, heart attack, high cholesterol, lung cancer, asthma, lactose intolerance, and thyroid disease.
Topics include the structure and function of human body and the key concept of homeostasis in physiology, relevant pathophysiologic conditions are presented as imbalances in homeostasis, systems covered include: Nervous, Muscular, Lymphatic (immune), Urinary, and Reproductive, some pathophysiology topics include schizophrenia, Alzheimer’s disease, muscular dystrophy, lymphoma, infertility, and breast and ovarian cancers. The laboratory builds on students' laboratory skills and techniques, and provides an opportunity to examine human anatomy through dissection, histological evaluation, wet and dry lab experiments. Prerequisite: Anatomy and Physiology I (BIO2111).
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Science (2/11). NOTE: With the lab component, in the lower division baccalaureate/associate degree category, 4 semester hours in Science (2/11). Version 2: In the upper division baccalaureate degree category, 3 semester hours in Science (4/16 revalidation) (3/21 revalidation). NOTE: With the lab component, in the upper division baccalaureate degree category, 4 semester hours in Science.
Version 1 and 2: Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
Version 1: September 2010 - March 2016. Version 2: April 2016 - Present.
Upon successful completion of the course, students will be able to: apply the scientific method to support problem-solving techniques; collect and organize data in a systematic manner using graphs and tables; apply basic chemical and molecular principles to the functioning cell; identify the structures and explain the functions of living cells as the basic unit of life; describe the principles of cellular metabolism and energy utilization; describe the structure and growth of bacteria and viruses and their impact on humans; compare and contrast asexual and sexual reproduction; describe the structure and process of replication of deoxyribonucleic acid (DNA); describe gene structure and protein synthesis and its relationship to gene expression; explain the principles of Mendelian genetics and patterns of inheritance; discuss advances in biotechnology and genomics and evolution of the genome; discuss Darwin's research and fundamental evolutionary concepts; discuss how populations evolve and describe the concept of biodiversity; describe the organization and specialization of human cells into tissues and organs; describe human histology including basic tissue types, their structure and function; and identify human organs systems and describe their functions.
Topics include the scientific method, chemical basis of life, cell structure and metabolism, cellular reproduction, genetics and transfer of genetic information from genes to protein, and the molecular basis of cancer.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Biology or Science (2/11). Version 2: In the upper division baccalaureate degree category, 3 semester hours in Biology or Science (4/16 revalidation) (3/21 revalidation).
Version 1 and 2: Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
Version 1: September 2009 - March 2016. Version 2: April 2016 - Present.
Version 1 and 2: Upon successful completion of the course, students will be able to: explain fundamental concepts in chemistry that will form the foundation for future specialized study in the fields of biomedicine and health professions; students will be able to identify, analyze and interpret: the periodic table and its families; atoms and atomic structure; molecules and ions; chemical reactions; moles, molar mass and stoichiometry; gas laws; thermochemistry; introduction to chemical equilibria; acid-base concepts in aqueous solutions; oxidation-reduction processes and electrochemical cells; quantum theory; the chemical bond; molecular geometry; and intermolecular forces.
Version 1 and 2: Major topics include the periodic table and its families; atoms and atomic structure; molecules and ions; chemical reactions; moles, molar mass and stoichiometry, gas laws; thermochemistry; introduction to chemical equilibria, acid-base concepts in aqueous solutions, oxidation-reduction processes and electrochemical cells; quantum theory; the chemical bond; molecular geometry; and intermolecular forces.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Science or Biology (2/11). Version 2: In the upper division baccalaureate degree category, 3 semester hours in Science or Biology (4/16 revalidation) (3/21 revalidation). NOTE: Chemistry (CHE 121) and Chemistry with Lab (CHE 123) are duplicative. Credit should only be awarded for successful completion of one of the courses, not both.
Version 1: In the lower division baccalaureate/associate degree category, 4 semester hours in Chemistry or Science (2/11). Version 2: In the upper division baccalaureate degree category, 4 semester hours in Chemistry or Science (4/16 revalidation) (3/21 revalidation).
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
May 2023 - Present.
Upon successful completion of the course, students will be able to: identify the three key principles of ecological sustainability and how they promote healthy and thriving ecosystems; explain how healthy ecosystems utilize solar energy and nutrient cycling to promote biodiversity; describe the effects of climate and geography on the development of various biomes throughout the globe and the effects these biomes have on the sustainability of life on earth; explain how evolutionary processes result in increased biodiversity and sustainability within ecosystems; explain how population dynamics and resource availability regulate various ecosystems; explain the water cycle and how humans have altered riparian environments; and explain and identify ways in which human activity is both positively and negatively impacting global ecosystems throughout the globe.
Major topics include general principles of environmental sustainability; Ecosystem dynamics; sustaining biodiversity within various types of ecosystems; effects of climate on biomes and biodiversity; the role of evolution in biodiversity; species interactions and population dynamics; effects of human energy use and agriculture on ecosystems; and introduction to water resources.
In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Ecology (5/23).
Version 1 and 2: Upon successful completion of the course, students will be able to: identify the six key nutrients, their food sources and their functions in the body; describe the processes of digestion and absorption of nutrients in the body; relate cellular function and human organ system functioning to their nutritional needs; explain the relationship between energy balance and weight management; analyze food intake and food label information; implement a personal dietary assessment; and devise a dietary pattern that meets human needs.
Speech Pathology - Maalot Educational Network
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
June 2015 - Present.
Upon successful completion of the course, students will be able to: describe the effects of hearing loss on communication; explain and give original examples of the acoustical, educational, and psychological foundations of aural rehabilitation so as to be able to apply them appropriately in a clinical setting; summarize the different methods and modes of effective counseling in the clinician-patient relationship so as to be able to choose and use an effective method for successful outcomes in a clinic setting; describe, compare and contrast the current amplification and assistive device technology so as to be able to select and recommend them appropriately in a clinical setting; and describe the multi-disciplinary nature of aural rehabilitation, especially for children.
Topics include options available for managing adults and children who are hard of hearing with emphasis on psychosocial issues, counseling, amplification options and technology, intervention and communication strategies. Prerequisite: Introduction to Audiology (DES 300).
In the upper division baccalaureate degree category, 3 semester hours in Introduction to Aural Rehabilitation, Psychological Impacts of Hearing Loss, or Pediatric Aural Rehabilitation (6/15) (3/21 revalidation).