Rechtschaffen Institute of Judaic Studies
Overview
The Rechtschaffen Institute of Judaic Studies, an NCCRS member since February 2011, delivers an online distance learning program catering primarily to students in the United States and Canada which provides college level adult learning material to students in Judaic Studies.
Tor Academy, established in March 2016 as a new division of Rechtschaffen Institute of Judaic Studies, provides an effective and efficient non-traditional learning experience at the college level by offering access to high quality self-study and distance learning options in General Education. Tor Academy offers distance learning courses at various locations.
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.
Effective February 20, 2020 Tor Academy transcripts are issued by the Rechtschaffen Institute of Judaic Studies.
Source of Official Student Records
Rechtschaffen Institute of Judaic Studies (and Tor Academy, a division of Rechtschaffen Institute of Judaic Studies)
Head Registrar - Rabbi Ron Mandel
This organization has multiple locations and administrative offices (New Jersey, San Diego, United States; and Israel). Transcripts issued prior to February 1, 2021, noted administrative address: 4 Ohr Hachaim Street, Jerusalem, Israel. Transcripts issued on and after February 1, 2021, note the following primary location:
Titles of all evaluated learning experiences
Rechtschaffen Institute of Judaic Studies - Bible
Rechtschaffen Institute of Judaic Studies - History
Rechtschaffen Institute of Judaic Studies - Jewish Law
Rechtschaffen Institute of Judaic Studies - Jewish Studies
Rechtschaffen Institute of Judaic Studies - Language
Rechtschaffen Institute of Judaic Studies - Literature
Rechtschaffen Institute of Judaic Studies - Music
Rechtschaffen Institute of Judaic Studies - Philosophy
Rechtschaffen Institute of Judaic Studies - Political Science
Rechtschaffen Institute of Judaic Studies - Psychology/Sociology
Rechtschaffen Institute of Judaic Studies - Retired Learning Experiences
Rechtschaffen Institute of Judaic Studies- Talmud
Tor Academy - Business
Tor Academy - Computers / Technology
Tor Academy - Education
Tor Academy - English
Tor Academy - Mathematics
Tor Academy- Psychology and Sociology
Tor Academy- Science
Course Categories
Descriptions and credit recommendations for all evaluated learning experiences
Rechtschaffen Institute of Judaic Studies - Bible
Rechtschaffen Institute of Judaic Studies - History
- Formerly The American Jewish Experience (Jewish History 310)
- Formerly The Early Ashkenazim: 10th and 11th Century (Jewish History 303)
- Formerly The History of Anti-Semitism in the United States (Jewish History 350)
- Formerly The History of Orthodox Jewry in the United States (1880-1945) (Jewish History 300)
- Formerly Medieval Western Europe: 12th - 14th Century (Jewish History 306)
- Formerly The Period of the Ba'alei Tosafos (Jewish History 304); 13th and 14th Century Europe (Jewish History 306)
- Formerly Spain and the Expulsion: 14th and 15th Century (Jewish History 307)
Rechtschaffen Institute of Judaic Studies - Jewish Law
- The Jewish Festivals I, Version 1 (Jewish Law 220)
- Formerly The Jewish Festivals I (Jewish Law 220)
Version 1: Upon successful completion of the course, students will be able to identify and explain Biblical and Rabbinic laws and customs pertaining to the Jewish Festivals; distinguish between Festival law and Sabbath law; and apply theoretical knowledge to practical scenarios. Version 2: Same as Version 1 with additional outcomes: identify the evolution of Yom Tov customs from 1,000 BCE to the current times; display an understanding of lunar calendar anomalies which affect the Yom Tov schedules; identify customs and rituals unique to Rosh Hashana and Yom Kipur services; display competence in the practical application of Yom Tov Law.
- The Jewish Festivals II, Version 1 (JLaw 230)
- Formerly The Jewish Festivals II (Jewish Law 230)
- The Jewish Festivals III - Passover, Version 2 (Jewish Law 240)
- Formerly The Jewish Festivals III - Passover (Jewish Law 240)
- The Laws of the Sabbath: The Order of Baking Bread, Version 2 (Jewish Law 320)
- Formerly The Laws of the Sabbath: The Order of Baking Bread (Jewish Law 320)
- The Laws of the Sabbath: The Order of Construction, Version 1 (Jewish Law 340)
- Formerly The Laws of the Sabbath: The Order of Construction (Jewish Law 340)
- Formerly The Laws of the Sabbath: The Order of the Garments, Version 1 (Jewish Law 330)
- ormerly The Laws of the Sabbath: The Order of the Garments (Jewish Law 330)
- Formerly The Laws of the Sabbath: The Rabbinical Laws (Jewish Law 350)
- Formerly The Laws of the Sabbath: Advanced Topics (Jewish Law 250) and The Laws of the Sabbath: Time Frame and Rabbinical Institutions (Jewish Law 310); The Laws of the Sabbath: Advanced Topics (Jewish Law 250)
Rechtschaffen Institute of Judaic Studies - Jewish Studies
- Advanced Laws and Concepts of Prayer, Version 2 (Jewish Studies 210)
- Formerly Advanced Laws and Concepts of Prayer (Jewish Studies 210)
- Advanced Topics in Blessings-Part I, Version 2 (Jewish Studies 350)
- Formerly Advanced Topics in Blessings-Part I (Jewish Studies 350)
Versions 1 and 2: Varies; self-study format.
- Advanced Topics in Blessings-Part II (Jewish Thought 360)
- Formerly Advanced Topics in Blessings-Part II (Jewish Thought 360)
- The Essential Laws of Blessings (Jewish Studies 250)
- Formerly The Essential Laws of Blessings (Jewish Thought 250)
Versions 1 and 2: Varies; self-study format.
Rechtschaffen Institute of Judaic Studies - Language
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: demonstrate understanding of Modern Yiddish; know the Hebrew alphabet; read simple texts; conjugate common verbs in the present tense; know and apply basic rules as to how person and gender impact nouns, verbs, and adjectives; master a basic vocabulary of approximately 300 words; demonstrate familiarity with direct objects; interrogatives; prepositions; adverbs; pronouns; and stative verbs.
Major topics include: the Hebrew alphabet; common nouns and verbs; noun-verb agreement; adjectives; adjective-noun agreement; adverbs; pronouns; prepositions; definite article; direct objects; stative verbs; and other topics.
In the lower division baccalaureate/associate degree category, 8 semester hours in Yiddish or Language (8/21).
Version 1 and 2: Varies; self-study format.
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: demonstrate understanding of Modern Yiddish; know the Hebrew alphabet; read simple texts; conjugate common verbs in the present tense; know and apply basic rules as to how person and gender impact nouns, verbs, and adjectives; master a basic vocabulary of approximately 300 words; demonstrate familiarity with direct objects; interrogatives; prepositions; adverbs; pronouns; and stative verbs.
Major topics include: the Hebrew alphabet; common nouns and verbs; noun-verb agreement; adjectives; adjective-noun agreement; adverbs; pronouns; prepositions; definite article; direct objects; stative verbs; and other topics.
In the lower division baccalaureate/associate degree category, 8 semester hours in Yiddish or Language (8/21).
- Formerly Introduction to Biblical Hebrew (Biblical Hebrew 201)
Versions 1 and 2: Varies; self-study format.
Rechtschaffen Institute of Judaic Studies - Literature
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: achieve an appreciation for the beauty and mystique employed by the medieval Judaic poets; understand the background in which such poetry was composed and thrived; identify how and where such poetry appears in modern culture in the Jewish prayers and rituals; become exposed to a wide variety of poets who produced their unique art and as a result of this exposure, be able to appreciate the nuances which distinguish each poem and poet as unique.
This course is taught in various formats. The online module-based format (with a required textbook) consists of on-going and cumulative competency-based assessments (quizzes and final exam), open-ended essays, student activity and observations/reflections. The final grade is based on the final exam. Study materials including a comprehensive study guide which generally follows the textbook closely, PowerPoint presentations and other digital media materials are provided to students. Additional reading material may be assigned as either optional or mandatory for the course.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Religion, Medieval Literature, Poetry, Sociology, or as General Elective (8/21).
Rechtschaffen Institute of Judaic Studies - Music
- Formerly The Music of the Orthodox Jew from Antiquity through the Twentieth Century (MUS 301)
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: identify the role music has played in the Judaic social structure; articulate the significance of music in Jewish society dating from ancient times when music was an integral part of the Temple service from as early as 500 B.C.E. all the way to modern times where music is at the forefront of every Jewish service, both in Synagogue and out. Students will be able to compare and contrast the different styles of modern music and their significance; trace back these styles to ancient times to understand their origin; and identify what makes Jewish music unique in its role in Judaic culture and society.
This course is taught in various formats. The recommended online format consists of a module-based format (with a required textbook) including on-going and cumulative competency-based assessments (quizzes and final exam), open-ended essays, student activities and observations/reflections. Listening to samples of the music discussed in the course is a significant part of the course. The final grade is based on a final exam. Study materials are provided in the form of both a comprehensive study guide which generally follows the textbook closely, and other study aids such as PowerPoint presentations and other digital media to aid in conveying the material. Major topics include: the music of the Orthodox Jew from antiquity through the end of the twentieth century, including the instruments known from the First and Second Temple and how they were used, the history of synagogue music for prayer and cantillation of the Bible and traces the development of the art of Chazzanus and the folk song, numerous Jewish cultures, both Ashkenazic and Sephardic, how Jewish music developed in different circumstances and how the music of the Orthodox community became what it is today.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, Music Education, Religion or Cultural Studies (8/21).
Rechtschaffen Institute of Judaic Studies - Philosophy
Varies; self-study format.
- Formerly Foundations of Moral Behavior II (Ethics 202)
- Formerly Foundations of Moral Behavior II (Ethics 350)
- Formerly Principles of Moral Development I (Philosophy 310/310 DL)
Proficiency exam: In the upper division baccalaureate degree category, 3 semester hours in Ethics or Philosophy (2/11) (3/16 revalidation). Distance learning course: In the upper division baccalaureate degree category, 3 semester hours in Ethics or Philosophy (2/11) (3/16 revalidation) (8/21 revalidation).
- Formerly Principles of Moral Development II (Philosophy 320)
Version 1: Proficiency exam: In the upper division baccalaureate degree category, 3 semester hours in Ethics or Philosophy (2/11). Distance learning course: In the upper division baccalaureate degree category, 3 semester hours in Ethics or Philosophy (2/11). Version 2: Proficiency exam: In the upper division baccalaureate degree category, 4 semester hours in Ethics or Philosophy (3/16 revalidation) (8/21 revalidation). Distance learning course: In the upper division baccalaureate degree category, 4 semester hours in Ethics or Philosophy (3/16 revalidation) (8/21 revalidation).
Rechtschaffen Institute of Judaic Studies - Political Science
- Formerly The Politics of Anti-Semitism in the United States (Political Science 350)
Rechtschaffen Institute of Judaic Studies - Psychology/Sociology
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: describe the fundamentally different view of women and marriage between Judaism and ancient Greece and Rome; explain how interpretation of the Biblical story of the creation of man led to fundamentally different views of marriage between Judaism and Christianity; explain the motivation for marriage in Judaism – divine commandment and ethical imperative; understand the nature of the marriage bond as viewed by the classical sources; identify the Biblical and Rabbinic sources for various prohibited marriages; identify the sources for the various traditional criteria for spouse selection; discuss the foundation of love in marriage; compare and contrast the traditional Jewish view of love with that of the secular world; and outline the division of roles and responsibilities in marriage; understand the nature of divorce in traditional Judaism.
Major topics include: perception of marriage in the ancient world, the Christian Church’s view on marriage, the biblical account of Adam as a basis for marriage, marriage as an obligation, the ethical imperative of marriage, marriage as a contract, the spouse selection process, the concept of love in general and in marriage, and the different roles of men and women in Jewish marriage.
In the upper division baccalaureate degree category, 6 semester hours in Sociology, Religious Studies, History, Judaic Studies, Anthropology, or Jewish History (8/21).
Version 1 and 2: Varies; self study format.
Version 1: March 2016 - August 2021. Version 2: September 2021 - Present.
Version 1 and 2: Upon successful completion of this course, students will be able to: demonstrate a broad and in-depth knowledge of the role of Jewish women in medieval society in both Ashkenazic and Sephardic countries; describe the typical woman’s social and economic status, as well as religious activity, and explain differences based on place of residence; explain the approach of various scholars in the field and the social causes they suggest to explain some of the practices and decrees which were made during this time period; and draw conclusions about how Jewish women in the Middle Ages viewed themselves and how others saw them.
Version 1: The final exam assesses students' knowledge of the role of the Jewish woman in Jewish society in the Middle Ages. Instructional topics focus on: economic standing and typical level of education, involvement in the community and religious practice, and reasons for various rabbinical ordinances decreed during this time period and their effects on women. The course covers major life events such as choosing a spouse, marriage, child rearing, and divorce as a way to understand how the status of women was affected by the way these things were handled in this time period and how social conditions, in turn, effected aspects of such events. The course provides an overall broad picture of how Jewish women viewed themselves in the Middle Ages and how they were viewed by others. Version 2: Same as Version 1, and additional topics including: the Jewish woman’s role in modern and post-modern society; the changes that have come about as ripple effects from the feminism movement and the impact it's had on women in the Jewish world; how Jewish law has been applied in relationship to women due to modern advances in technology and apparel, understanding the new role of Jewish women in the workplace and attitudes that have shifted over time toward women in this arena.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Sociology, Social Sciences, Behavioral Sciences, Judaic Studies, Women's Studies, or Social History (3/16). Version 2: In the upper division baccalaureate degree category, 6 semester hours in Sociology, Social Sciences, Behavioral Sciences, Judaic Studies, Women's Studies, or Social History (8/21 revalidation).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: identify the primary norms and behaviors of modern chassidic Jews; compare and contrast Chassidic society to its non-Chassidic counterpart; compare and contrast Chassidic society to other religious minority groups; recognize behavioral patterns; clarify the goals and motivations driving the chassidic communities; describe the religious background to Chassidic life; generate hypotheses about the Chassidic Community based on focused research; identify the ways the Chassidim of Williamsburg have changed with time and familiarize themselves with essential terms and phrases used by the Chassidic Community.
Major topics include: the Jews of Williamsburg their history and origins, community structure in Europe as compared to the United States, the family unit, and social organizations, the economic activities of the community including shops and stores, merchandise, and advertising techniques, religious and professional services, as well as nonprofessional occupations, and the role of the Chassidic Rebbe as both a religious figurehead and a political leader.
In the upper division baccalaureate degree category, 6 semester hours in Sociology, Judaic Studies, Religion, United States History, General History, or as General Elective (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience students will be able to: demonstrate a proficiency and understanding of the processes involved in the raising of children in the traditional Jewish Society; the impact of education, disciplinary structure, social outlets, schooling, and accepted practices for children growing up and reaching maturity in the Orthodox Judaic world. Given the broad spectrum of practice within the Judaic world, this course intends to cover as many of the different ethnicities that exist in the various cultures of Jewish society. Students will also be able to take into account the historic perspectives which have influenced the upbringing of children in Jewish society; explore the origin of many practices which have emerged in modern times; understand the evolution of custom and law pertaining to children and adolescents in Jewish Society. The student is expected to have attained a thorough understanding of both the modern Jewish Child, and his counterpart from yesteryore who may have lived many centuries earlier in both theory and practice and understand clearly how to bridge that gap.
This course is taught in various formats. The online format consists of a module-based format (with a required textbook) consisting of on-going and cumulative competency-based assessments (quizzes and final exam), open-ended essays, student activity and observations/reflections. The final grade is based on a final exam. Study materials are provided in the form of both a comprehensive study guide which generally follows the textbook closely, and study aids such as PowerPoint presentations and other digital media to aid in conveying the material. Additional reading material may be assigned as either optional or mandatory for the course. A frontal presentation is also available as an option for the course and the instructor may use a module-based format delivery to convey the material with the final exam being the sole determinant of the final grade.
In the upper division baccalaureate degree category, 6 semester hours in Judaic Studies, Religion, Sociology, Anthropology, History, or as a General Elective (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: demonstrate a commanding knowledge of both the history and social significance of Jewish Cuisine throughout the ages; be aware of the primary Jewish sources which are replete with references to cuisine and its significance in both custom and law; demonstrate a distinct proficiency in being able to compare and contrast the potential impact of custom vs. law in the realm of Jewish Cuisine; identify the origin of many common practices involving the various victuals in modern Jewish society. The student will be expected to be capable of tracing the roots of many common practices that have cropped up over the years, and in contrast, identify which customs are societally no longer practiced and provide an explanation for these vicissitudes involving cuisine in the Jewish world.
Major topics include: social history of Jewish food, including Biblical and Talmudic concepts and rules of food and customs that have been adopted over the centuries in Jewish settlements in the Middle East, Europe, Africa, and more recently in the United States and Israel, how foods are used for ritual and festival purposes, how Jews played a role in spreading foods to other cultures, and modern attitudes of Jews toward different types of cuisine and different reasons for their food choices and the respective sociologically significance. This course is taught in variable format. The online module-based format (with a required textbook) consists of on-going and cumulative competency-based assessments (quizzes and final exam), open-ended essays, student activity and observations/reflections. The final grade is based on the final exam. Study materials are provided for the student in the form of both a comprehensive study guide which generally follows the textbook closely, and other study aids such as PowerPoint presentations and other digital media to aid in conveying the material.
In the upper division baccalaureate degree category, 6 semester hours in Judaic Studies, Religion, Sociology, Anthropology, Jewish History, Nutritional Science or as a General Elective (8/21).
Varies; self-study format.
March 2021 - Present
Upon successful completion of this course, students will be able to: display a clear understanding of the phenomenon which began in the 20th century and has continued into the present day in which Jews who were completely unaffiliated with their religion have begun to return to Orthodox Judaism; identify factors that led to this phenomenon; when it began; the social impact it has had on the Jewish nation as a whole; identify which demographics have been most affected and which less so; identify which organizations have been involved with outreach in order to spur on this movement and their agenda; and describe the sociological role the land of Israel has played in impacting this movement, and the establishment of Israel as an independent state in 1948.
This course is taught in various formats. The online format consists of a module based format (with a required textbook) consisting of on-going and cumulative competency based assessments (quizzes and final exam), open-ended essays, student activity and observations/reflections. The final grade is based on the final exam outcomes. Study materials are provided for the student in the form of both a comprehensive study guide which generally follows the textbook closely, and other study aids such as PowerPoint presentations and other digital media to aid in conveying the material.
In the upper division baccalaureate degree category, 6 semester hours in Judaic Studies, Religion, Sociology, Jewish History, or as a General Elective (8/21).
Rechtschaffen Institute of Judaic Studies - Retired Learning Experiences
- Formerly Philosophy and Meaning in Jewish Prayer (Jewish Thought 320/320 DL)
Varies; self-study format.
Rechtschaffen Institute of Judaic Studies- Talmud
Tor Academy - Business
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: define management and describe management functions and roles performed by managers; identify key competencies needed to be an effective manager; identify the internal and external factors and forces confronting management in various organizations; describe the importance of social responsibility and managerial ethics in management; examine decision making approaches and common errors committed in the decision-making process; recognize the importance of formal planning; understand the key elements of organizational design and identify common organizational designs; analyze the Human Resource Management process of identifying, recruiting, selecting and retaining high-performing employees; discuss organizational change and strategies managers use to deal with resistance to change; discuss the relevance of attitudes, perception and personality in determining job performance; differentiate between the work group and work team; describe the different types of work teams, explain the process of group formation and the essential elements of group behavior. define motivation; describe early and contemporary theories of motivation; develop an understanding of traditional and contemporary theories of leadership and their relevance to different leadership situations; and recognize the importance of controlling function and the areas in which managers need control.
Major topics include: fundamental management concepts and managerial responsibilities in both formal and informal organizational structures, planning, organizing, directing, controlling, and staffing.
In the lower division baccalaureate/associate degree category, 3 semester hours in Management, Human Resources, Operations Management, or Marketing (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: appreciate the importance of Human Resource Management, line and staff functions of Human Resource Management and trends influencing Human Resource Management; establish the relationship between organization’s corporate level strategy and strategic human resource management strategy; discuss the importance of workforce analytics and data mining in identifying and resolving actual human resource management problems and improving organizational effectiveness; describe the use of different methods in collecting job analysis information and produce a job description from the job analysis; identify and describe the purpose of different sections in a job specification form; identify the human resources needs of an organization or department and be able to describe the different methods of workforce planning and forecasting; evaluate the methods and sources of forecasting the supply of inside candidates as well as outside candidates; describe the importance of assessing the reliability and validity of employee selection tests; describe the different types of tests and job types for which a given test is suitable; differentiate between the unstructured and structured interview; describe the different types of interview, discuss the errors that are likely to undermine an interviews usefulness and the techniques to conduct effective interviews; describe the purpose of employee orientation training; evaluate the usefulness of different types of training programs and steps that can be taken to assess training effectiveness; explain how to use the alternation ranking method, paired comparison method, forced distribution method and behaviorally anchored rating scale; assess the pros and cons of four performance appraisal tools; and discuss the problems that can arise during performance appraisal process and steps that can be taken to overcome these problems.
Major topics include: overview of Human Resources Management field; personnel management; organizational theories and human resources; job analysis and design; staffing in organizations; training and development in organizations; performance appraisals; employee compensation issues; employment law and employee rights; labor relations; international human resource management; and current issues and trends in Human Resources Management.
In the upper division baccalaureate degree category, 3 semester hours in Entrepreneurship, Finance, Human Resources Management, Management, or Marketing (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the course, students will be able to: describe the role of ethics in business environment; establish a relationship between business ethics and profitability and explain the CSR; compare the origins and goals of virtue ethics in the East and the West; evaluate the role of utilitarianism in contemporary business and explain Immanuel Kant’s concept of duty and the categorical imperative and the model of Kantian business ethics; identify key types of business-stakeholder relationships and key approaches to stakeholder theory; define stakeholder categories and identify the factors that affect stakeholder prioritization; evaluate the claim that sustainability benefits both business and the environment; describe the processes of acculturation and enculturation; describe the ways ethical standards change over time and the role of geography and religion on global business relationships; identify specific ethical duties managers owe employees; discuss gender pay gap and identify management’s responsibilities when monitoring employee behavior at work; define employees’ responsibilities to the company for which they work; explain how confidentiality applies to trade secrets, intellectual property, and customer data; describe employees’ duty to follow company policy and the code of conduct; outline the rules and laws that govern employees’ criticism of the employer; explain the benefits and challenges of employee diversity in the workplace and describe workplace accommodations for different abilities and faiths; and outline the benefits, drawbacks and ethical challenges of telecommuting and explain the benefits, drawbacks, and ethical issues of job sharing and flextime.
Major topics include ethics issues, ethical leadership and the ethical decision framework.
In the upper division baccalaureate degree category, 3 semester hours in Entrepreneurship, Finance, Human Resources Management, Management, Finance, or Accounting (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: define marketing concepts and marketing mix, philosophies of marketing, and the goals of the marketing system; explain processes such as selling, CRM, and marketing management; analyze market environment; discuss market insight through research and information systems; explain consumer markets and their influences on consumer behavior; define business markets and business buyer behavior; recognize market segmentation, targeting and positioning for competitive advantage; analyze product related decisions such as: quality, features, style, brand name, packaging, sizes, services, warranties and returns; designing products and product life cycle strategy; analyze pricing decisions and strategies; analyze product distribution channels: Retailing and Wholesaling; analyze marketing communication strategy, advertising, sales promotion and publicity, personal selling; and extend marketing by gaining competitive advantage and competitive strategies, global marketing, social responsibility and marketing ethics.
Major topics include: marketing philosophies and ethics, competitive advantage, the marketing environment, international marketplace, consumer decision making, business marketing and marketing research, segmentation and product marketing, managing a product and retailing, services marketing, marketing channels and supply chain management, promotion, advertising and public relations; selling and pricing strategy.
In the lower division baccalaureate/associate degree category, 3 semester hours in Business Administration, Management, or Marketing (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: appreciate the value of systematic study in Organizational Behavior, identify contributing disciplines to the Organizational Behavior field as well as the challenges and opportunities for Organizational Behavior; identify the major job attitudes, classify the main components of attitude, differentiate between emotions and moods, understand the concept and impact of emotional labor and understand the main argument of affective events theory; discuss Hofstede’s five value dimensions with the help of examples, identify the common shortcuts in judging and perceiving others as well as common biases and errors in decision making; classify and describe the traditional and contemporary theories of motivation and give examples as to how these theories are applicable in an organizational setting; explain the usefulness of job characteristics model; differentiate between work groups and work teams, describe the process of group development, identify the different types of teams and explain the team effectiveness model; exhibit familiarity with traditional and contemporary theories of leadership, identify and describe the power bases within organizations, power tactics and impression management techniques used by employees to influence organizational decisions and describe conflict handling strategies used to handle conflicts in organizational context.
Major topics include: evolution of organizational behavior; personality and behavior in organizations; attitudes, perception and attribution in the workplace; employee motivation; individual decision making in organizations; workforce diversity; organizational communication in business; group and team dynamics; conflict in the workplace; management and leadership in organizational behavior; leadership styles in organizational behavior; organizational structure and design; job design; organizational culture; organizational change and organizational behavior; and career management.
In the upper division baccalaureate degree category, 3 semester hours in Entrepreneurship, Finance, Human Resources Management, Management, or Marketing (8/21).
Tor Academy - Computers / Technology
Varies; self-study format.
March 2021 - Present
Upon successful completion of the learning experience, students will be able to: create a new document; open, save and print a document; edit and format text; change the page layout, background and borders; Insert headers and footers; Insert and edit tables; insert clip art and pictures to documents; perform a mail merge; share and review shared document files; integrate Word with other Office applications; and work with multipage documents; and create custom styles and control pagination.
Major topics include: how to produce, edit, format, view, display, and print documents such formal letters, business presentations, and research papers.
In the associate degree/certificate category, 3 semester hours in Information Science, Information Technology, Liberal Arts, or Informatics (8/21).
Tor Academy - Education
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: explain the purposes of assessment in early childhood and how infants and young children are assessed; describe elements of a comprehensive assessment system for children of all ages; explain how assessment results are used for instruction and evaluate the instructional program; discuss how the assessment process should be implemented during the school year with school-age children; describe how test scores are reported and how and when they should be shared with parents; evaluate the pros and cons of standardized testing, as well as other types of objective assessments; discuss development and maintenance of checklists, rating scales, and rubrics; describe types of assessments used with pre-school and primary grade children; relate the crafting of quality portfolio assessments used with pre-school and primary grade children; relate the crafting of quality portfolio assessments; and describe model portfolio assessment and reporting systems. .
This is an introductory course in assessment of early childhood settings with a focus on implementation of quality instruction to enhance learning and increase students' understanding of the critical role of valid and reliable classroom assessment to support learning in the classroom. Students explore how to evaluate assessment data for instructional decision-making. Major topics include various types of assessment including formative, summative, authentic, and traditional.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18) (7/23 revalidation).
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: examine the contributions of creativity and imagination to the total learning of the child; assess the scope and social and personal impact of the fine arts; explore methods of helping children discover fine arts through practical experiences, materials, and museum experiences; promote understanding and appreciation of other cultures through research regarding prominent artists from various cultures, both globally and within the United States; and create and implement an understanding of arts and asthetics in integrating the arts into other disciplines in the elementary education curriculum.
This course supports students as they examine children's creative expression and critical thinking through art, drama, and music. Course content reflects contemporary theory and practice and promotes ideas and skills that tap children's propensity for creativity and critical thinking. Numerous strategies of arts integration and examples of learning content through the visual arts, music, dance, and poetry are discussed.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18) (7/23 revalidation).
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: relate the characteristics of early childhood programs and break down the steps generally necessary to plan and apply developmentally-appropriate practices; discuss the responsibilties of early childhood professionals and how they facilitate learning through effective lesson planning and group placement; illustrate how program quality depends on the development of differentiated instructional approaches to meet students' needs; and evaluate the importance of building communication skills to effectively communicate with parents and colleagues.
This course explores early childhood organizational plans, procedures, physical facilities and surveys appropriate materials and equipment using a collaborative approach to curriculum development. Emphasis is placed on the process of designing appropriate learning environments for young children as an integrated and development approach to curriculum and instruction in early childhood education. Major topics include: all aspects of classroom life, roles of children and adults in education, the physical and social environments, multiple developmental domains for children in early childhood education.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18) (7/23 revalidation).
Varies; self-study format
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: enhance the skills and personality traits of effective teachers in elementary education; identify and apply professional language to depict elementary curriculum, instruction, and assessment; describe and apply principles of effective teaching in elementary class settings; identify and incorporate principles of effective teaching to make wise professional judgments; build general and specific strategies to address student diversity in the elementary education settings; plan clear, coherent, and standards-based elementary lessons; apply principles of classroom testing and evaluation to practical teaching situations.
Major topics include: characteristics of effective teachers; knowing diverse students; instructional planning; differentiating instruction; teacher-centered and student-centered instructional strategies; strategies to promote student understanding, thinking, and engagement; managing lesson delivery; classroom management and discipline; assessing and reporting student performance; and working with colleagues and parents.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education (8/21).
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: discuss necessary components in the creation of a program where learning, caring, and parental collaboration exists; define the role of training in successfully working with students from diverse backgrounds; explain the need for a culturally sensitive partnership between home and school that encourages various methods of volunteering; explain how the development of policies that foment a culturally and linguistically appropriate ecology that encourages learning; and discuss historical development of views on children and how those views affect family life.
This course presents guidelines for creating effective partnerships with families and provides an overview of the diversity of modern families. Emphasis is on examining elements that create successful partnerships and programs that work. Students explore and adapt strategies to create connections to meet specific needs of schools and communities.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18) (7/23).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: explain the nature and scope of the philosophy of education; analyze the role of educational philosophy in curriculum planning and development; identify which specific areas of schooling are addressed by the psychological perspective on education; construct an assessment procedure for their own subject area by applying any one of the perspectives; interpret the influence of educational philosophies on intellectual behavior and approaches to learning; give examples that show, in simple terms that knowledge is not free of philosophical underpinnings; and explain the international and American perspectives on the effectiveness of education.
Major topics include: ideological, philosophical, socio-economic, and historical foundations of education, international and American perspectives of effective education, and various sociological, political, economic, and ideological forces that impact the progression of education in our cultural context.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: explain how basic physical, mental health, nutritional, and safety needs that impact the growth of young children are met through environmental and curricular policies and procedures; identify basic health, safety, and nutritional practices and articulate strategies for helping children practice safe behaviors through daily activities; identify signs and symptoms and emergency treatment options of childhood diseases; list first aid procedures, emergency response procedures, recordkeeping, communication processes, and related legal, ethical and policy issues related to medical services to families; identify strategies supportive of making food preparation and mealtime a culturally responsive, developmentally appropriate learning experience for young children; explain ways to plan culturally responsive, nutritionally sound meals and identify strategies supportive of collaboration with families and health professionals in meeting children’s individual health and nutritional needs; discuss examples of effective health and immunization record-keeping systems; explain screening and referral procedures to assess children’s developmental and health status.
Major topics include physical and mental health, nutrition, safety, communication, and record-keeping.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education or Allied Health (8/21).
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: distinguish between the theories that influence early childhood programs and various philosophies of early childhood education; summarize and critique professional behaviors associated with early childhood education; categorize and apply early learning theories, program models and devlopmentally-appropriate practices; and develop strategies for communicating and collaborating with families.
This course explores the many aspects of the profession of early childhood education, focusing on developmentally-appropriate practices, types of programs, historical perspectives, ethics, current issues, and what it means to be a professional. Major topics include: necessary requirements to educate young children and provide them with the support they and their families need and deserve and the challenges and opportunities of the ever-changing aspects of early childhood education.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18) (7/23 revalidation).
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: describe the functions of reading and writing processes; use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing, as well as a variety of assessment tools and practices to plan and evaluate effective reading and writing; explain the literacy practices that students need to develop awareness, understanding, and respect for societal differences; define necessary steps to create an environment that fosters development of reading and writing skills; and describe the development of professional skills that enable students to effectively work with colleagues.
This course enables new and veteran teachers to construct knowledge, basic competencies, and dispositions needed to fully develop the reading and writing abilities of students in Pre-K to eighth grade. Major topics include: major approaches and techniques for developing literacy supported by successful research and practice and theories behind methods that encourage teachers to choose, adapt, and/or construct approaches that best fit their teaching styles and situations.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18) (7/23 revalidation).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: describe the role of music teachers and the status of school music education; identify student characteristics in diverse populations common in music classroom contexts; discuss traditional and innovative approaches to music teaching and learning; articulate and discuss issues related to music learning and teaching in schools; examine music teaching methods in terms of historical and current applications in music classrooms; demonstrate growth as a pre-service music educator through in class teaching experiences and discussions; and diagnose personal strengths and weaknesses as a music teacher.
Major topics include: the cultural and historical context of music education, philosophy of music education that considers the developmental needs of children as foundational in the process of teaching music concepts, philosophical and aesthetic principles of the National Standards for Music, and developing skills in teaching music that incorporates singing, movement, playing instruments, listening, creating, and writing.
In the lower division baccalaureate/associate degree category, 3 semester hours in Music Education (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: describe the legal and historical development of the field of special education; examine various theoretical models and perspectives in the field of special education; explore research in etiological factors associated with all disability areas; identify social, cognitive, intellectual, and academic characteristics associated with all disability areas; understand the role of families in the educational process; examine past, present, and future models of assessment and intervention, including technological advances; and discuss issues and trends in special education, including legislation and litigation, and use of innovative technology.
Major topics include: terminology, strategies, and issues commonly encountered when addressing the learning needs of exceptional children, history of special education and important legislation, etiology, identification, assessment, treatment, and social issues and concerns.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education or Special Education (8/21).
Tor Academy - English
Varies; self study format.
March 2016 - Present.
Upon successful completion of the course, students will be able to: express thoughts and opinions in writing about a variety of subjects in a structured and organized way; write accurate simple and compound sentences using the grammatical structures studied in the course to their own writing; use critical and logical methods of thinking to demonstrate skills in inductive, deductive, and analogous reasoning; move from a general idea to specific topic; explain the seriousness of violating the principles of plagiarism and become thoroughly knowledgeable in source documentation using the MLA format; communicate effectively through reading and writing; generate ideas and prepare to write using simple prewriting strategies using the information obtained through source readings; identify and focus on a particular essay topic; conduct research in an honest and skillful manner, building coherent paragraphs and observing grammatical conventions; and respond critically after synthesizing information from source readings.
English Composition I (ENG 101) is an intensive self-study course consisting of a series of writing lessons and assignments that require students to compose five expository essays including narrative, descriptive, argumentative, and research essays. Students learn standard writing strategies such as thesis statements, topic sentences, paragraph and essay development. Emphasis is placed on using Standard English grammar in writing sentences and paragraphs, along with using critical reading and thinking tools in the organization of essay writing. In addition to the graded essays, an assessment of writing skills also includes a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in English (3/16) (8/21 revalidation).
Varies; self study format.
March 2016 - Present.
Upon successful completion of the course, students will be able to: interpret literary texts discussing themes and conflicts and expressing their own personal ideas and opinions about these texts; identify and organize a written analysis of different literary modes that they encounter, for example: compare/contrast, distinguish different perspectives; sequence; identify and assess any cultural, political, or philosophical intents of the author;write clearly and effectively through analysis of different modes and models of literature; write an essay using various rhetorical modes in English using different expository approaches such as comparison/contrast and argumentation; identify the theme of a literary piece as well as other literary elements; effectively read a piece and analyze its components in order to write a thoughtful analytical essay of that particular piece; address opposing viewpoints using evidence from the text itself as supports; write and in-depth research paper on a particular piece identifying a thesis and supporting it with evidence from the text itself as well as other written sources on that particular piece or author; recognize various forms of plagiarism;and correctly use the MLA format and its specific requirements for citing references.
English Composition II (ENG 102) is an intensive self-study course in which students compose a series of expository essays.This course further develops students’ abilities to organize and express their thoughts through formal essays based on in-depth readings and fundamental analysis of selected pieces of literature. Students learn how to accurately develop literary interpretations based on critical readings of fiction and poetry. The final writing assignment is a research paper with the expectation to find existing critical interpretations of the literary piece students have chosen and then compare and contrast these interpretations with their own. In this paper, students need to demonstrate an ability to take an opposing viewpoint and argue from textual evidence to support the thesis.
In the lower division baccalaureate/associate degree category, 3 semester hours in English (3/16) (8/21 revalidation).
Varies; self study format.
March 2016 - Present.
Upon successful completion of this course, students will be able to: access, evaluate and use information in an academic or work environment; efficiently research and find relevant information by developing appropriate research questions and using library resources and other sources; effectively access information electronically and identify and evaluate information found on the internet; make an assessment of different aspects research sources including currency, relevancy, authority, and accuracy; help others who do not possess the same information-literacy skills to access information; organize information effectively and ethically; and utilize various methods that take into account different formats and audiences in order to share what has been learned through research.
This self-study course requires students to complete approximately six reading assignments and pass a final exam.The final exam assesses students’ knowledge of critical concepts of information literacy along with their ability to effectively deploy the related skills and methodology necessary to be good researchers in academic settings, career work, and throughout life
In the lower division baccalaureate/associate degree category, 3 semester hours in English, Information Science, or Introduction to Academic Writing (3/16) (8/21 revalidation).
Tor Academy - Mathematics
Versions 1 and 2: Varies; self-study format.
Version 1: March 2016 - July 2021. Version 2: August 2021 - Present.
Version 1 and 2: Upon successful completion of the course, students will be able to: identify examples of the pervasiveness and importance of mathematics in the world around them; investigate challenging applied problems found in disciplines such as biology, ecology and finance; understand the fundamental ideas in descriptive statistics and recognize how statistics can be used and misused; think critically about real-world problems and be a more critical consumer of information; transfer real world information into a mathematical model accurately use problem-solving techniques, logical reasoning, algorithms and/or theorems to produce correct and useful results; apply analytical, numeric, descriptive, and graphical representations to aid in problem-solving; use technology effectively (including the Microsoft Excel) to experiment, solve problems, create and interpret graphs, and verify results; collaborate responsibly and productively; and clearly communicate mathematical findings in writing and through oral presentations.
Versions 1: Basic Concepts in Mathematics covers elementary mathematical ideas in order in order to gain a better appreciation and broader view of what mathematics is all about. The final exam assesses students’ problem solving and critical thinking skills in applying a number of applications of mathematics to real world problems. Major topics include: the mathematics of Voting, Sharing, Apportionment, Logistics, Touring, Spiral Growth in Nature, Money, Symmetry, Statistics, and Normal Distribution. Version 2: All topics in Version 1, additionally, extra reading material to cover topics involving algorithmic problem solving; Venn diagrams to relate methods of representing mathematical formulas in areas such as voting, profit sharing, logistics, resource allocations and more; further exploring the science of statistics in terms of identifying key factors, collecting data, interpreting the results; reading graphs; interpreting data relating to distance calculation; identifying and understanding arithmetic sequences; working with the nth Fibonacci sequence, and understanding how to apply percentages to real life equations such as sales and tax equations.
Version 1: In the lower division baccalaureate/associate degree category, 4 semester hours in Mathematics, Business, Marketing, or Finance (3/16). Version 2: In the lower division baccalaureate/associate degree category, 6 semester hours in Mathematics, Business, Marketing, or Finance (8/21 revalidation).
Varies; self-study format.
March 2016 - Present.
Upon successful completion of the course, students will be able to: identify the properties of functions, including domain and range, operations, compositions, and inverses; identify, interpret, and solve problems of various types of functions and their graphs, including but not limited to linear, quadratic, polynomial, rational, exponential, and logarithmic functions; apply graphing techniques for various functions; identify and develop basic sequences and series; and solve systems of equations with various methods including elimination, substitution, and matrices.
College Algebra covers the foundations of Algebra expressed in the applications of quadratics, polynomial, rational, exponential and logarithmic functions, and systems of equations. The final exam assesses students’ problem-solving skills and knowledge relating to functions and requires them to identify, interpret, and solve problems of various types of functions and their graphs, apply graphing techniques for various functions, identify sequences and series, and solve systems of equations with various methods including elimination, substitution, and matrices.
In the lower division baccalaureate/associate degree category, 4 semester hours in Mathematics, Business, Marketing, or Economics (3/16) (8/21 revalidation).
Varies; self-study format.
March 2016 - Present.
Upon successful completion of this course, students will be able to: construct and analyze logical arguments based on the rules of inference; define financial management and compound interest; correctly use statistical reasoning and proficient tin the use of statistical graphs and tables; correctly determine correlation and causality; explain the concept of data distribution and determine measures of variations; define the fundamentals of mathematical modeling and how they represent exponential growth, doubling-time, and half-life; and demonstrate proficiency in linear and quadratic modeling.
The course deals with the use of mathematics to model change in the real world. Major topics include: ratios, percentages, averages, estimation, and financial mathematics. The final exam assesses students’ skills in analyzing linear and exponential models of growth, basic geometric measurements and scaling, logical arguments based on the rules of inference, basic financial management and compound interest. Other topics include: statistical reasoning, statistical graphs and tables, data distribution, mathematical modeling, exponential growth, and linear and quadratic modeling.
In the lower division baccalaureate/associate degree category, 4 semester hours in Business, Marketing, or Finance (3/16) (8/21 revalidation).
Tor Academy- Psychology and Sociology
Varies; self-study format
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: outline the history of Abnormal Psychology; identify the main symptoms of each psychological disorder mentioned; analyze the neurological, psychological and social factors contributing to each disorder; explain how a diagnosis of each disorder is made; recognize the context and culture behind psychological disorders; describe the modes of treatment available for psychological disorders; analyze the efficiency of various treatment options; define essential terms and phrases that describe psychological disorders.
Major topics include: introduction to standard and anomalous behavior in psychology; methods of diagnosis and identification of abnormalities; terminology and nomenclature in abnormal psychology; biological and sociological factors; standard treatments and practices in dealing with various elements of abnormal behavior; diagnostic tools in properly identifying and classifying abnormalities in psychological deviations.
In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology (8/21).
Varies; self-study format.
March 2021 - Present
Upon successful completion of the learning experience, students will be able to: identify and describe different types of drugs and the effects they cause; identify different approaches of scientists and governments towards drugs; describe the role of treatment and its different approaches; compare the effects of different drugs on the body and the brain; describe the ways in which research has affected society’s perspective to drugs; recognize the context and culture behind different drug usages; and define essential terms and phrases within drugs, society and human behavior.
Major topics include: effects of drugs on society and how they affect human behavior, the development of drugs through history and the changing perception of society towards drugs, various types of drugs, their chemical compositions and their effects and uses, ethical issues in drug use and the various treatments which have been developed for prevention and cessation.
In the lower division baccalaureate/associate degree category, 3 semester hours in Sociology (8/21).
Varies; self-study format
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: describe the different frameworks of effective teaching; discuss theories based on cognitive development; articulate the process of moral development and identity formation; outline theories of intelligence and their relation to learning styles; recognize the importance of language diversity; analyze the components of a multicultural classroom; list (and expand upon) behavioral approaches to learning; explain the role of memory, knowledge, and emotions in learning; Illustrate how metacognition impacts students’ academic performance; detail fields that are part of the learning sciences; differentiate between self-efficacy, self-concept, and self-regulation; recount various aspects of motivation; create a practical classroom management plan; characterize qualities that render a teacher effective; and examine the pros and cons of various assessments and grading systems.
Major topics include: history and educational aims; cognitive perspective in psychology; behavioral perspective in psychology; developmental psychology in children and adolescents; motivation in learning; individual differences in children; assessments of learning; instructional pedagogy; and research design and analysis.
In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology, Education, or General Education (8/21).
Varies; self-study format
March 2021 - Present
Upon successful completion of the learning experience, students will be able to: identify and describe different types of families and the challenges they face; identify different approaches of family therapists and analyze their effectiveness; define the role of the therapist in different therapeutic approaches; compare the different family therapy approaches; describe the ways in which research has affected the practice of family therapy; recognize the context and culture behind family therapy; and define essential terms and phrases within family therapy.
Major topics include: the family unit, development of the profession and the process of working with families, the nature of different types of families and the multiple theories associated with the practice of family therapy, ethical and legal issues in practice, and advantages and drawbacks of different approaches in family therapy.
In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology (8/21).
Varies; self-study format
March 2021 - Present
Upon successful completion of the learning experience, students will be able to: identify the cultural roots of psychology; examine the empirical and non-empirical approaches of Greek scholars; recount the role Christianity played in the history of psychology; detail the impact of the Italian Renaissance; compare and contrast empirical scientific psychology with philosophical models; recount the contributions of French academics; explain how knowledge is acquired according to the British; define mental activity within the context of the German school of thought; understand when and how psychology became an independent discipline; list the movements that established psychology’s intellectual foundations; differentiate between Functional psychology and Gestalt psychology; discuss how Behaviorism deviated from traditional views; understand the extent of psychology’s malleability; name and describe the various aspects of phenomenology and existential philosophy; and illustrate how psychology has evolved in Asian countries.
Major topics include: studying the history of psychology; philosophical influences on psychology, physiological influences on psychology, women and, minorities in psychology, the new psychology; structuralism in psychology, antecedent influences on functionalism, development of functionalism, applied psychology, antecedent influences on behaviorism, development of behaviorism, evolution of behaviorism, gestalt psychology, important theories in psychoanalysis, and contemporary developments in psychology.
In the upper division baccalaureate degree category, 3 semester hours in Psychology (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: compare and contrast nature and nurture theories; discuss Freudian theories and terminologies; articulate attachment theories and attachment behaviors; describe the various stages of cognitive development; recognize the schools of thought that branch out from behaviorism; analyze the causes and outcomes of adolescent progression; differentiate between young adulthood and middle adulthood; explain the physical, social, and environmental aspects of disability; illustrate the role of systems theory in the study of familial relationships; list (and expand upon) the social factors that impact human development; detail the physical, cognitive, and social changes associated with aging; and recount the impact of death on the individual and those around them.
Major topics include: various aspects of human development, including social, emotional, biological, and cognitive human growth; and stages of human development from adolescence up to late adulthood.
In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology (8/21).
Varies; distance learning format.
March 2016- Present.
Upon successful completion of this course, students will be able to: explore the subject matter of the field of psychology and discuss vocabulary and concepts of the field with some of the research findings upon which knowledge of human thought and behavior is based; develop critical thinking skills and be prepared to be a cautious and analytical consumer of information who is proclaimed to be scientific or to be based on research. After completion of exam, students will have a general knowledge of the major sub fields of psychology and attain a working understanding of some of the major theories in psychology and develop the critical thinking skills used in the field of psychology.
This self-study course broadly covers the primary subject matter of the field emphasizing a familiarity with the vocabulary and concepts of psychology. The final exam focuses on the major subfields of and theories in psychology along with assessing students’ critical thinking skills and knowledge of basic subject matter including: research methodology, genes and the environment, the brain and the nervous system, sensation and perception, learning, social behavior, memory, emotion, development, and disorders.
In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology, General Education, or Social Science (3/16) (8/21 revalidation).
Varies; self study format.
March 2016 - Present.
Upon successful completion of the course, students will be able to: identify and describe the concepts, terminology, and major figures in the field of sociology; detail the nature of the sociological inquiry, methods and perspectives; analyze the social behavior of people in other cultures; understand the process of socialization and how humans become social beings; examine various sides of controversial social issues; portray opposing positions on controversial social issues that affect the students’ own lives; analyze the different ways in which people act, feel, think and define their situations based on their sex, social class, age, ethnic group, geographical region, family or nationality; understand the issues of diversity and globalization and their impact on our lives.
Introduction to Sociology broadly covers the primary subject matter of the field emphasizing familiarity with the vocabulary and concepts of sociology. The course covers the major subfields of and theories in sociology along with assessing students’ critical thinking skills and knowledge of basic subject matter including: human culture, societies, the socialization process, the various types of stratification of class, gender, race and ethnicity, the concepts of minority groups, deviance and crime, gender, and age.
In the lower division baccalaureate/associate degree category, 3 semester hours in Sociology, Social Science, or Behavioral Science (3/16) (8/21 revalidation).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: identify the biological roots of physiological psychology; name and describe the various parts and functions of a neuron; list various parts of the brain and outline the development of the nervous system; Understand the role of a neuron’s role drugs are administered; discuss how surgery and chemical or electric stimulation provide information about behavior; recount how visual information is received and processed; differentiate between the somato-sensory pathways; categorize sleep disorders and the stages of REM sleep; examine the neural mechanisms and hormones responsible for gender-based behavior; illustrate how relevant parts of the brain control emotions; detail the physiological underpinnings of hunger and satiety; differentiate between the four types of learning; recount various developmental and degenerative disorders of the brain; and characterize the following disorders: schizophrenia, major affective disorder, sleep disorders, panic disorders, and obsessive compulsive-disorder.
Major topics include: structures and functions of the nervous system, psychopharmacology and research methods, the senses, movement, emotion, eating/digestion, learning, memory, and the neurology of psychological disorders.
In the upper division baccalaureate degree category, 3 semester hours in Psychology (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: articulate the socio-cultural influences on psychological research; distinguish between quantitative and qualitative research; examine ethical concerns pertaining to research and testing; list the different types of observation and its accompanying problems; discuss the instruments of research and their role in data interpretation; name and define control techniques in psychological experiments; explain why researchers might choose to use a repeated measures design; discuss why complex designs are critical to testing psychological theories; detail the advantages and disadvantages of the case study method; compare and contrast positive correlation with negative correlation; recount when and how statistical tests are used; and write an effective research proposal.
Major topics include: introduction to research methods; principles of ethical research; setting up the research study; data collection techniques in psychology; non- experimental research; qualitative research methods and design; quasi-experimental research; sampling and generalization; measurement in research; internal validity in research; external validity; experimental design; descriptive statistics in psychology; inferential statistics in psychology; and evaluating research findings.
In the upper division baccalaureate degree category, 3 semester hours in Psychology (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: define social psychology and compare it to other disciplines; identify the main research methods of social psychologists and analyze their effectiveness; understand social perception and how people present themselves to the world; describe the ways in which people act in group settings; identify different social pressures and influences which come from different settings and people; describe the ways in which social influence is exerted and strategies to reduce this; recognize the context and culture behind social psychology; define essential terms and phrases within social psychology.
Major topics include: the various approaches to understanding how human behavior is influenced by social situations and the real or imagined presence of other people, research methods which psychologists use to analyze the effects of social influence, the different ways in which humans can be influenced by their surroundings, families and strangers and the strategies which can be used to reduce and combat these effects.
In the upper division baccalaureate degree category, 3 semester hours in Psychology (8/21).
Varies; self study format.
March 2016 - Present.
Upon successful completion of this course, students will be able to: define such concepts as assimilation, pluralism, ascribed and achieved statuses, prejudice and discrimination; display basic knowledge of historical, socioeconomic, and political demographics of the United States; demonstrate critical thinking about different theories and perspectives pertaining to race, class, and gender; and apply sociological concepts to the analysis of race and ethnicity to personal and/or family experience.
Instruction focuses on the status of racial, ethnic, and cultural minority groups from historical, economic, and political perspective. The self-study course is designed to expand knowledge of theory, research, and current events in regards to the relations of race, ethnicity, gender and class in the United States. The final exam covers concepts relating to assimilation, pluralism, ascribed and achieved statuses, prejudice and discrimination and assess students’ critical thinking skills and knowledge of basic subject matter including: historical, socioeconomic, and political demographics of the United States, along with the various theories and perspectives pertaining to race, class, and gender.
In the lower division baccalaureate/associate degree category, 3 semester hours in Sociology, Social Science, or Behavioral Science (3/16) (8/21 revalidation).
Varies; self study format.
March 2016 - Present.
Upon successful completion of this course, students will be able to: discuss the nature and severity of selected social problems facing society; identify the multiple causes and consequences of social problems; critically evaluate the effectiveness of various social welfare strategies to alleviate the causes and consequences of social problems; explain and critically evaluate studies on a number of pressing social problems; and cultivate a habit of reflecting upon and articulating their own engagement with the social world and grappling with causes and potential solutions to social problems.
This self-study course is designed to provide a survey of selected contemporary social problems. Major topics include: poverty, addiction and substance abuse, mental health, violence with a focus on family violence, crime, teen pregnancy, and health care issues. Students analyze the causes, severity, and consequences of the selected social problems in addition to evaluating social welfare strategies for alleviating social problems.
In the lower division baccalaureate/associate degree category, 3 semester hours in Sociology, Social Sciences, Behavioral Sciences, or as an elective in Social Work (3/16) (8/21 revalidation).
Tor Academy- Science
Varies; self study format.
March 2016 - Present.
Upon successful completion of the course, students will be able to: evaluate how the basic units of matter interact to produce the complex macromolecules that imbue living systems with the many properties that constitute the living state; interpret the scientific basis for declaring the cell as the basic unit of life; define the scientific method and develop critical thinking in seeking to solve problems; analyze the nature of the different processes involved in cell metabolism, cellular respiration, fermentation and photosynthesis; describe the processes of the cell cycle, genetics, meiosis, the chromosomal basis of Inheritance, the molecular basis of inheritance from gene to protein, and the regulation of gene expression; describe the life processes carried out by plant and animal life forms as well as human biological processes; and evaluate the different forms of ecology and ecosystems and how they apply to life on planet Earth.
This course broadly covers the core concepts in biology, emphasizing vocabulary and concepts relating to structures and functions of life forms. The final exam covers the major areas of biology, along with assessing students’ knowledge of basic subject matter including: cell structure and physiology, metabolism, cellular reproduction, Mendelian genetics, modern genetics, and genetic engineering, life processes, nutrition, respiration, circulation, excretion and regulation and the maintenance of homeostasis.
In the lower division baccalaureate/associate degree category, 4 semester hours in Biology or General Science (3/16) (8/21 revalidation).
Varies; self study format.
March 2016 - Present.
Upon successful completion of the course, students will be able to: describe the Earth’s interior and exterior structure; identify the composition of indigenous rocks and minerals; explain how weather and erosion affect the surface of the Earth; explain how earthquakes and volcanoes affect the Earth’s surface and the formation of islands and mountains; apply the scientific method in order to conduct scientific inquire and data gathering with respect to many aspects of Earth Science; interpret data relating to earthquakes such as Richter scale readings and meteorological data such as barometer readings; outline characteristics of various types of climates and be able to discuss whether humans have the ability to affect weather and climate on the Earth’s surface for both positive and negative results.
This self-study course covers a basic overview of Earth Science, focusing on the major principles relating to the make up of Planet Earth, the different processes that give it shape, and its dynamic systems and cycles. The final exam assesses students’ knowledge of major topics such as weathering and erosion, how major disruptions such as earthquakes and volcanoes affect the development of the Earth’s surface, meteorology and how weather is based on shifts in air masses, precipitation, and fronts. It also requires students to apply the scientific method in order to conduct scientific inquiry along with data gathering and interpretation.
In the lower division baccalaureate/associate degree category, 4 semester hours in Earth Science (3/16) (8/21 revalidation).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: describe basic concepts in nutrition and factors that affect nutritional needs; describe the different nutrient classes and their functions in health; describe the role of nutrition in various lifespan brackets – pregnancy, toddler, adolescent, adulthood, and the elderly; explain the relevance of different healthy nutritional patterns and dietary guidelines; explain the emerging concerns regarding food safety and the implications to public health; and promote healthy lifestyles by eating right and educating others to do the same.
Major topics include: introduction to nutrition; healthy diet planning; the role of carbohydrates in nutrition; role of lipids in nutrition; protein's role in nutrition; water as a nutrient; minerals in nutrition; symptoms of mineral deficiency and toxicity; how vitamins support nutrition; anatomy of the digestive system; nutrient digestion, absorption, and transport; cell anatomy and metabolism; weight management and energy needs; eating disorders and risk to nutrition; and physical activity and nutrition.
In the lower division baccalaureate/associate degree category, 6 semester hours in Nutritional Science, Core Science, or Nutrition (8/21).
