Torah Accreditation Liaison (TAL)
Overview
Torah Accreditation Liaison, an NCCRS member since May 2005, was established in 2004 to provide opportunities for interested individuals to demonstrate their Judaic knowledge on proficiency examinations that measure college comparable coursework as confirmed through an assessment by NCCRS. Most institutions that provide such instruction with post high school Jewish scholarship focus solely on developing a high level of and appreciation for the wisdom and philosophy embodied in traditional Jewish scholarship and are not geared toward awarding secular degrees, although instruction at these institutions may be comparable to college-level coursework. Torah Accreditation Liaison provides a means for the students of such institutions and others who have acquired similar prior learning to demonstrate their mastery and document for the colleges and universities, where they may wish to pursue a college degree, that they have achieved college-level knowledge.
Students and admissions representatives please note: NCCRS does not provide transcripts. Transcript requests and inquiries should be directed to the organization offering the courses, examinations or apprenticeship. See the Source of Official Student Records in the sidebar near the top right side of this page.
Source of Official Student Records
Titles of all evaluated learning experiences
Bible - Torah Accreditation Liaison
Education - Torah Accreditation Liaison
Ethics - Torah Accreditation Liaison
History - Torah Accreditation Liaison
Jewish Music - Torah Accreditation Liaison
Jewish Thought - Torah Accreditation Liaison
Languages - Torah Accreditation Liaison
Psychology and Sociology - Torah Accreditation Liaison
Sabbath Laws - Torah Accreditation Liaison
Talmud Studies - Torah Accreditation Liaison
Torah Accreditation Liaison - Inactive Courses/Exams
Course Categories
Descriptions and credit recommendations for all evaluated learning experiences
Bible - Torah Accreditation Liaison
- Formerly Advanced Deuteronomy: Intensive Analysis (Bible 205)
- Formerly Advanced Exodus: Intensive Analysis (Bible 202)
- Formerly Advanced Genesis: Intensive Analysis (Bible 201)
- Formerly Advanced Joshua: Intensive Analysis (Bible 206)
- Formerly Advanced Judges: Intensive Analysis (Bible 207)
- Formerly Advanced Leviticus: Intensive Analysis (Bible 203)
- Formerly Advanced Numbers: Intensive Analysis (Bible 204)
Varies; offered as a proficiency examination or self-study format.
Version 1: August 2005 - February 2012. Version 2: March 2012 - Present.
Version 1 and 2: Upon successful completion of this course, students will be able to: display knowledge of the entire text of The Book of Deuteronomy with a range of midrashic, medieval and modern commentaries. Based on these commentaries, students should be able to articulate underlying meanings found in the text, expound on vague or obscure passages, solve apparent moral inconsistencies, elaborate on motivations in the various episodes throughout the text, and analyze various ethical, symbolic and spiritual issues based on the classical commentaries, explain various metaphysical allusions. The Advanced Bible exams focus on conceptual, philosophical and ethical issues and their textual cues and the ability to express concepts and critical thinking in a clear, organized manner based on a range of classical commentaries.
Version 1 and 2: Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expeted to master recommended readings or study guide materials. Students are expected to describe and identify key issues from the Book of Deuteronomy (rebukes of Moses; Moses' plea; loyalty to God; cities of refuge; the 10 Commandments; reward for obedience; non-sacrificial meat; idolatrous prophet and city; kosher and non-kosher animals; tithes; sabbatical year; establishing judges and police; kings; laws of witnesses; laws of inheritance; ben sorer umoreh; rape; divorce; laws of employees; first fruits; covenant; Song of Moses; Blessings of Moses) with the commentary of Rashi.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, or Religion (12/05). Version 2: In the upper division baccalaureate degree category, 5 semester hours in Judaic Studies, Near Eastern Studies, or Religion (3/12) (3/17 revalidation) (3/22 revalidation).
Varies, self-study.
August 2023 - Present.
Upon successful completion of the learning experience, students will be able to: describe the entire text of the Book of Esther with the commentary of Rashi; identify difficulties in the text, expound on vague or obscure passages according to the midrashic traditions; solve apparent moral inconsistencies based on the commentary of Rashi; explain the significance of unusual terminology and phrases found in the Hebrew text; evaluate motivations in the various episodes throughout the text, and analyze various ethical, symbolic and spiritual issues based on the commentary of Rashi.
Major topics include: the basic storyline in the book of Esther, along with selected comments from Rashi. Students will study the entire text of Esther along with a fundamental commentary and will analyze the text by identifying themes and characters within the text. Assessment is based on a final exam containing multiple choice and short answer questions.
In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Near Eastern Studies, Religion, or Bible Studies (8/23).
- Formerly Textual Analysis of Esther and Ruth (Bible 108)
Education - Torah Accreditation Liaison
- Formerly Mathematics, Science, and Social Studies in Early Childhood Education (Education 302)
Varies; offered as a proficiency examination or self-study format.
November 2018 - Present.
Upon successful completion of the course, students will be able to: discuss principles underlying the development and planning of the integration of mathematics and science in the early childhood classroom and demonstrate knowledge connected to the core math and science topics such as problem-solving. Additionally, specific content knowledge within the discipline of science, such as weather, animals, and plant life, is required. Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on teaching the key subjects within each discipline. Students are expected to make connections between theory and classroom practice and demonstrate knowledge of the subject via a broad array of multiple-choice and short answer questions.
Major topics include: the use of manipulatives and other materials to teach math and science in a hands-on way; key concepts of the preschool math curriculum (number operation, patterns, geometry, and measurement), the processes of observing, classifying, and comparing to demonstrate the scientific process. NOTE: This course was formerly part of Mathematics, Science, and Social Studies in Early Childhood Education (Education 302). The course was separated into two exams.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education (11/18). NOTE: This course is also offered by Consortium for International Studies. Credit should not be awarded twice.
- Formerly Mathematics, Science, and Social Studies in Early Childhood Education (Education 302)
Varies; offered as a proficiency examination or self-study format.
November 2018 - Present.
Students are required to display an in-depth knowledge of the basic principles underlying the development and planning of the integration social studies in the early childhood classroom. Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on teaching the key subjects within each discipline. Students are expected to make connections between theory and classroom practice and demonstrate knowledge of the subject via a broad array of multiple-choice and short answer questions.
Major topics include: the use of social studies as a framework for thematic and interdisciplinary curriculum planning and multicultural education and core social studies topics such as geography and citizenship. NOTE: This course was formerly part of Mathematics, Science, and Social Studies in Early Childhood Education (Education 302). The course was broken into two exams.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education (11/18). NOTE: This course is also offered by Consortium for International Studies. Credit should not be awarded twice.
Ethics - Torah Accreditation Liaison
- Formerly Ethics of Communication: Theory and Practice (Ethics 101)
- Formerly Ethics of Communication: Theory and Practice (Ethics 102)
History - Torah Accreditation Liaison
- Formerly Advanced Jewish History: From Yavne to Pumpedisa (History 201)
- Formerly Advanced Jewish History: From Yavne to Pumpedisa (History 202)
Varies; offered as a proficiency examination or self-study format.
September 2016 - Present.
Students are required to display an in-depth knowledge of the history of the Jewish people from the establishment of the Sanhedrin in Yavna until the era of the Babylonian community. In addition to knowledge mastered for the Elementary Jewish History II exam (major Jewish leaders, the Sanhedrin, diaspora Jewry and the community in Israel, Roman emperors and subjugation, the Bar Kochba revolt, compilation of the Mishnah, the community of Babylon), students need to understand the continuation of the development of the Talmud, the periods of the Amoraim and Savoraim, their major figures and works, the development of the Gemara and the early period of the Gaonim, etc. post-destruction existence in Israel, Bar Kochba revolt, influence of Rome and its emperors, settlement in Babylon, development of the Talmud, influences of surrounding religions, etc. Students must identify themes and patterns in concerning the survival after the Churban, Roman subjugation and national rebellion, the dynamics and background behind the compilation of the Mishna, the unique nature of the nation, the Yeshivas of Bavel and the Reish Galusa, Muslim Rule and dispute and dissidents sects.
Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on historical themes and patterns of the diaspora, influences of the host nations and their religions, economic and religious survival, development of the Talmud (Mishna, Gemara and Gaonim). Beyond the expectation to have a thorough and sophisticated knowledge of this period, students must display an ability to present ideas in an organized, creative and well supported fashion and to deal with a variety of issues in a relatively mature and sophisticated manner through ten short essay responses and two extensive essays; essay criteria include thoroughness, support for ideas, organization and relevance of answers.
In the upper division baccalaureate degree category, 6 semester hours in History, Judaic Studies, Near Eastern Studies, or Religion (9/16) (7/21 revalidation). NOTE: Students cannot receive credit for both Advanced Jewish History: (History 201) and Advanced Jewish History (History 202).
- Formerly The History of Biblical and Rabbinic Literature (Literature 101); History of Jewish Literature (Literature 101)
Jewish Music - Torah Accreditation Liaison
Upon successful completion of the course, students will be able to display a broad knowledge of traditional Jewish music from its source in Biblical times until the modern era, the development of Jewish music through history, key musicians, geographical influences, ceremonial and holiday music and recognize recordings of different genres.
Jewish Thought - Torah Accreditation Liaison
- Formerly Jewish Liturgy: Fundamental Concepts (Jewish Thought 101)
- Formerly Elementary Jewish Thought (Jewish Thought 104)
Varies, self-study.
August 2023 - Present.
Upon successful completion of the learning experience, students will be able to: define the process of destruction (“churban”) during the Three Weeks and identify how the destruction experienced during the Three Weeks symbolically parallels the undoing of creation; illustrate the significance of the Sin of the Golden Calf, the tragedy of Shattering the Luchos and the Sin of the Spies as they relate to the Three Weeks in particular and Jewish History as a whole; identify the unifying themes of the tragedies experienced during the Three Weeks; describe how the faculties of seeing and hearing relate, respectively, to the months of Tammuz and Av and illustrate the unique relationship between weeping and the Sin of the Spies; describe how the customs of mourning during the Three Weeks encourage and foster self-awareness and character change; differentiate between the destruction of the First and Second Beis HaMikdash, and illustrate how the process of destruction also carries within it the potential for rebuilding.
Major topics include: the concept of destruction and rebuilding in Jewish Thought. The Three Weeks are a time to reflect on these concepts. In this course, students will use contemporary sources to analyze these themes and elaborate on their application throughout Jewish History. Assessment is based on a final exam containing multiple choice and short answer questions.
In the lower division baccalaureate / associate degree category, 3 semester hours in Judaic Studies, Philosophy, Near Eastern Studies, Religion, or Jewish Thought (8/23).
Languages - Torah Accreditation Liaison
Varies; offered as a proficiency examination or self-study format.
December 2004 - Present.
Psychology and Sociology - Torah Accreditation Liaison
Varies; offered as a proficiency examination or self-study format.
March 2023 - Present.
Upon successful completion of the course, students will be able to: define chinuch and its role in child development; demonstrate how timing, control, and love work in tandem with chinuch; identify common mistakes in chinuch and parenting; address the motivations and needs of children within the context of chinuch; explore practical chinuch within a common household and its impact on child development.
Major topics taught in this course include: chinuch, parenting, and addressing the motivations and needs of children within the context of chinuch.
In the lower division baccalaureate/associate degree category, 3 semester hours in Judaic Studies, or Psychology (2/23).
Sabbath Laws - Torah Accreditation Liaison
Talmud Studies - Torah Accreditation Liaison
Varies; offered as a proficiency examination or self-study format.
In addition to the Elementary and Intermediate objectives, students are required to: define machlokes, Svara's strengths and weaknesses of different approaches, formulate abstract legal categories, display a proficiency in advanced conceptualization of talmudic text and commentaries, extracting principles and evaluate the relationship between parts of the legal discussion. The difference between the Advanced I and Advanced II exams is found in the difficulty of the commentaries assigned, self-preparation of a previously unseen Gemara and its commentaries and complexity of the subjects being analyzed.
In addition to the Elementary, Intermediate, and Advanced Talmud I objectives, students are required to independently study a section of the Babylonian Talmud with the entire community with an emphasis on the medieval and later commentaries and be able to: define machlokes, Svara's, strengths and weaknesses of different approaches, formulate abstract legal categories, display a proficiency in advanced conceptualization of talmudic text and commentaries, extracting principles and evaluate the relationship between parts of the legal discussion. The difference between the Advanced I and Advanced II exams is found in the difficulty of the commentaries assigned, self-preparation of a previously unseen Gemara and its commentaries and complexity of the subjects being analyzed.